Cadaver imaging proves valuable learning method.

Abstract

In evaluating the project as a whole, students expressed feeling greater worthwhileness through participation in a special project. They enjoyed working as a team with faculty in an imaging environment and reported having fun and learning simultaneously. Also, students felt a sense of accomplishment in contributing to medical students' learning by participating in this service experience. This helped reinforce their role in health care and the need for cooperative relationships in medical education and practice. Based on student and faculty perceptions, this learning method is considered a valuable alternative to traditional means of performance practice and clinical education. The project's success is the result of: Its organization to meet the needs of both the service commitment and a learning environment. The motivational nature of a special voluntary experience alternative. The highly interactive and dynamic nature of the imaging sessions. The realistic feedback for performance with opportunity for analysis and improvement. While it is evident that a cadaver resource must exist to make such a project a viable option for radiography programs, those with such a resource should consider integrating it with the more traditional learning methods. Many program sponsors may have similar resources available in their environments for projects that provide imaging services as well as unique learning laboratories for radiography students. Close interaction with health educators and researchers along with creative investigation may reveal opportunities for special projects.