RATIONALE AND OBJECTIVES: A novel three-day radiology course, PRIMER, directly preceding medical students' clinical year, was created and assessed. The required course consisted of large group lecture sessions, small group breakout sessions, and individual assignments. Though early exposure to radiology has been described in preclinical anatomy curricula, few schools offer immersive experiences to radiology as a direct predecessor to the wards. MATERIALS AND METHODS: An identical survey was distributed prior to and at the completion of the PRIMER course. Students' perceptions of radiology were assessed through Likert-style questions. Students' knowledge of radiological concepts was assessed through multiple choice questions (MCQs) related to key concepts, MCQs in which students selected the most likely diagnosis, and hotspot questions in which learners had to select the area of greatest clinical importance. Mean pre- and post-course student perception scores were compared using a T-test. For knowledge-based questions, each student received an exam score, and mean pre- and post-exam scores were compared using a T-test. RESULTS: Students' opinions of radiology changed significantly in a favorable direction across all tested questions between inception and conclusion of PRIMER (p < 0.01). Students demonstrated superior knowledge of radiological concepts after course completion (posttest mean 52% vs pretest mean 26.3%, p < 0.01). CONCLUSION: The novel radiology PRIMER course promoted a positive impression of radiology and increased medical students' knowledge of key concepts. These results suggest that a condensed introductory radiology curriculum delivered at a key moment in the overarching curriculum can have a significant impact on medical students' perceptions and knowledge.
