Increasing Medical Student Exposure to IR through Integration of IR into the Gross Anatomy Course.

PURPOSE: To compare medical student knowledge of and interest in interventional radiology (IR) before and after the integration of an IR lecture series within the gross anatomy course. MATERIALS AND METHODS: Four elective IR lectures were scheduled to coincide with the relevant anatomy dissection curriculum. Anonymous surveys were distributed to 146 students before and after the lectures regarding students' knowledge of and interest in IR, responsibilities of an IR physician, and IR training pathways. Those who did not attend served as controls. RESULTS: Response rates were 67% (n = 98) in the prelecture group, 55% (n = 22) in the group who attended the lecture, and 28% (n = 30) in the control group. A total of 73% of the prelecture group reported little knowledge of IR compared with other specialties. This decreased to 27% in those who attended the lecture (P < .001). A total of 32% of those who attended believed they had more knowledge of IR than any other specialty, compared with 7% of controls (P value not significant) and 2% of the prelecture group (P < .001). Those in attendance could name a significantly greater number of IR procedures (mean, 1.82) than the prelecture group (mean, 0.57; P < .001). A total of 64% of those who attended would consider a career in IR, compared with 24% in the prelecture group and 33% in the control group (P < .05). A total of 68% of those who attended had knowledge of the IR residency, compared with 5% in the prelecture group and 33% in the control group (P < .05). CONCLUSIONS: Integration of IR education into the gross anatomy course proved to be a highly effective way of teaching preclinical students about IR and generating interest in the field.