ABSTRACT
RATIONALE AND OBJECTIVES: A need for adequate and early exposure to radiology practice is rising in undergraduate students, taking competency development as the orientation. We aimed to develop a competency-based model of practice-based learning for undergraduate radiology education. MATERIALS AND METHODS: The model of practice-based learning was constructed upon an e-learning smart class environment, with case-based learning and simulators for competency development. To assess the model effectiveness, a randomized controlled experiment was performed, where 57 third-year medical students received the model (Smart-Class group) and another 57 received traditional teaching (Traditional group). Seven quizzes, a final exam, and a survey were performed in both groups. RESULTS: Smart-Class group achieved higher mean score in the quizzes (râ¯=â¯-0.4, p < 0.001) and application subscore in the final exam (râ¯=â¯-0.3, pâ¯=â¯0.005) compared to Traditional group. Smart-Class group also gave higher ratings in students' perceptions concerning promotion of learning interests, radiology skills, and diagnostic reasoning (râ¯=â¯-0.2 to -0.3, pâ¯=â¯0.001-0.034). CONCLUSION: Practice-based learning using smart class improved students' application ability and satisfactions in undergraduate radiology education, suggesting it a practical model for early exposure to radiology practice and competency development for undergraduate medical students.