Measuring visual literacy: The impact of case- and image-based MCQ on anatomical interpretation for medical imaging students
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Authors
Aziz, Joseph
Yang, Lixin
Yang, Lixin
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Date
2025-12
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Conference Contribution - Oral Presentation
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Keyword
medical imaging students
medical imaging education
anatomy
student assessment
New Zealand
Unitec courses
medical imaging education
anatomy
student assessment
New Zealand
Unitec courses
ANZSRC Field of Research Code (2020)
Citation
Aziz, J., & Yang, L. (2025, December, 4-5). Measuring visual literacy: The impact of case- and image-based MCQ on anatomical interpretation for medical imaging students [Paper presentation]. ANZACA 2025, Anatomy in Action, 22nd Annual Meeting, Online - La Trobe University, Victoria, Australia
https://hdl.handle.net/10652/7138
Abstract
OBJECTIVES
To evaluate the impact of Scenario- and Image-Based Test (SIB-Test) questions compared to Traditional Multiple-Choice Questions (T-MCQ) on the ability of medical imaging students to apply anatomical knowledge, interpret medical images, and develop clinical reasoning. Traditional assessment formats often fail to assess the visual and contextual literacy crucial for radiological practice.
METHODS
Two cohorts of students were studied: Year 1 (n=44) in Anatomy/Physiology and Structural Osteology, and Year 2 (n=47) in Regional and Sectional Anatomy. All cohorts completed two types of formative tests covering core curriculum: 1) T-MCQ, focusing on rote recall, and 2) SIB-Test, embedding images (X-ray, CT) and short clinical scenarios to assess applied, integrated anatomical knowledge. Performance data (mean accuracy) from both test formats were collected for comparative analysis across all systems and regions studied.
RESULTS
The SIB-Test format demonstrated a statistically significant improvement in student performance on tasks requiring the recognition of structures on sectional anatomy images (e.g., Year 2: 85% accuracy on SIB-Test vs. 68% on T-MCQ on comparable concepts). The visual presentation, particularly in the Year 2 cohort's regional anatomy context, significantly facilitated students' interpretation of the image and selection of the correct answer, suggesting a successful bridge between theoretical learning and visual clinical application.
CONCLUSION
Integrating image- and scenario-based questions into anatomy assessments serves as a superior methodology for fostering the visual literacy and critical thinking skills essential for medical imaging education. This approach effectively moves assessment beyond rote memorisation, validating its use as a core component in clinical anatomy curricula.
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