Purpose: The purpose of this article is to discuss the development of an on-line self-guided tutorial in diagnostic imaging and its effects on student performance and faculty work load.
Methods: An on-line self-guided tutorial in diagnostic imaging was developed and made available to students taking a course in interpretation of diagnostic images. The proportion of students passing the course and those earning a "B" or better was compared between the students taking the course before access to the self-guided tutorial (n = 204) and students with access to the tutorial (n = 544).
Results: Prior to the tutorial, 90% earned a "C" or better as compared to 92% with access to the tutorial. Prior to the tutorial, 53% earned a "B" or better as compared to 52% with access to the tutorial. The instructor's subjective assessment of requests from students for individual meetings was that this component of faculty work load decreased with implementation of the tutorial.
Discussion: Differences in course performance noted between the two cohorts of students are of no practical significance. Other outcomes of interest, including faculty work load and student satisfaction, were not formally evaluated.
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