Aim

To study the perceptions of medical students on the inclusion of radiology in undergraduate education, through the use of active methodologies.

Method

A qualitative study, conducted with students enrolled in the third and fifth semesters. The sample comprised 12 subjects chosen from a population of 100 students at a public state university. Data were obtained from interviews using a semi-structured questionnaire with open questions about radiology teaching, its implications and applications in medicine, and positive and negative characteristics of the learning process using active methodologies. Data were analyzed separately, grouped by categorization, and submitted to thematic analysis by two researchers, before being reflected on jointly. There was also description of the environment and triangulation of the results.

Results

Latent, semantic, recurrent, unique, and controversial contents were identified. The recurrent themes in the interviews, identified as forming the basis of an advantageous strategy for radiodiagnostic teaching in undergraduate medical education, were as follows: (a) the need of an early introduction to radiology, due to its transversality and its importance to teaching; (b) a systematic study of the biophysical principles and vocabulary used in the field, to facilitate its study; (c) the role of complementary exams in the context of tutoring problems and (d) the development of teaching materials that use integrated content with a morphofunctional approach. Unique aspects, such as study difficulties related to knowledge of a foreign language and the use of social networks, and controversies regarding the teachers’ role in the process and what it means to learn radiology in medical school were also considered elements that can be used as part of a modern approach, with radiology education currently being in a process of change.

Conclusion

It was concluded, according to the perceptions of the students interviewed, that the morphofunctional curricular component often used in problem-based teaching might be used to teach radiology and imaging diagnosis, within a multidimensional, contextualized, and transdisciplinary perspective. This goes beyond its role as a means of providing complementary exams, significantly integrating other sources of knowledge (especially anatomy and pathology) and facilitating the learning of both radiology and related subjects addressed in each study module.

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