Evaluation of Students' Performance in Diagnostic Radiology (1988-1992)

A retrospective analysis was conducted to evaluate the performance of 249 male (57%) and 187 female (43%) medical students during 37 two-week compulsory rotations in diagnostic radiology between 1988 to 1992. Six percent, 35%, 36% and 20% of students attained grade A (>90% of total marks), grade B (89-90% of total marks), grade C (78-70% of total marks) and grade D (69-60% of total marks), respectively. Low failure rate (<60% of total marks) of only 3% was noted. There was no significant difference in the distribution of various grades according to gender (P = 0.66). In the examination carried out in 1989, more than expected number of students attained grade A or B, while less than expected number obtained grade D or F. Female students achieved significantly higher scores in the practical examination than males (P = 0.01). The latter difference explained the higher mean total scores in 1989 as compared with any other year as in this particular year, female students with their consistently better performance in practical examination significantly outnumbered males. There was evidence to suggest that the superior performance of female students in the practical evaluation is attributed to their attendance of the elective departmental activities and procedures more often than males. Correlation analysis had shown that practical examination had the lowest correlation with the multiple-choice questions (MCQs) and the essay components. Furthermore, correlation between scores in each component and the combined scores of the remaining parts showed that MCQs examination had the highest correlation, while the practical examination had the lowest correlation with the other two components. We conclude that the diagnostic radiology course is to be restructured with clearly stated objectives. The course contents and instruction should include self-instruction seminars, attendance of all departmental activities and procedures, problem-solving approach in learning, accessible well prepared teaching kits, and utilisation of newer teaching technology. Attendance and apprenticeship should carry an appropriate weight in the total marks. -----------------------------------------------------------* Department of Diagnostic Radiology ** Department of Medicine College of Medicine and Medical Sciences King Faisal University Saudi Arabia