Evaluation of Novel Radiology Curriculum at the University of Minnesota Medical School

Purpose: Early exposure to diagnostic radiology is limited in most medical schools, where its content is often fragmented rather than given dedicated curriculum time. University of Minnesota Medical School students sought to address this gap by implementing preclinical radiology sessions that introduce core imaging concepts, interpretation skills, and case-based clinical reasoning.

Methods/Materials: Anonymous pre- and post-session surveys evaluated changes in students’ self-perceived radiology competency, specialty knowledge, and curricular preferences. Statistical significance for Likert-scale items was found using Mann-Whitney U tests on the full ordinal data, while figures used dichotomized confidence categories (“Low/Average” 1-2, “High” 3-4 or 4-5). A Pearson Chi-Square test assessed changes in support for more content integration by comparing "Yes" responses against "No/Unsure.”

Results: Respondents demonstrated a significant shift in self‑assessed MSK imaging interpretation ability (pre‑mean 2.24 vs post‑mean 2.04; p=0.036). Fewer students rated their ability as "Good" or "Very Good" (pre- 32.6% vs. post- 21.3%), while "Poor" or "Average" responses increased, suggesting a recalibration of perceived knowledge after exposure to the material. Perceived knowledge of the specialty increased significantly (pre‑mean 1.62 vs post‑mean 1.98; p< 0.001). Support for adding more radiology content rose significantly from 66.3% to 83.2% (X2=8.70, p=0.003). Interest in radiology, perceived impact on patient care, and consideration of radiology as a career stayed high with small, non‑significant shifts.

Conclusions: Overall, the session significantly improved students’ perceived knowledge of the radiology specialty while recalibrating their self-assessed interpretation ability, reflecting a more realistic appreciation of the field’s complexity. The observed decrease in confidence implies recognition of the advanced skills required and highlights areas of future development. The rise in support for additional radiology instruction underscores the value of these sessions. Continued integration across remaining preclinical system blocks may further enhance radiology preparedness and engagement.