Purpose
Medical students consistently desire greater exposure to medical imaging (MI) as it is central to healthcare practice. However, MI education remains variable across medical schools. To evaluate the quantity and quality of MI teaching at our institution, we undertook a thorough review of the four-year medical education curriculum with emphasis on the experiences of graduating fourth-year students. Additionally, we sought to gain insights specific to MI instruction and to provide recommendations that may address any deficiencies.

Methods
The medical school’s learning management system - Entrada was accessed to retrieve undergraduate curricular content for the 2022 to 2023 school year. Survey of educational sessions focused on learning objectives, time allocation, teaching format and instructor credentials. Additionally, a questionnaire was disseminated among fourth-year students assessing their exposure to medical imaging, self-confidence in image interpretation, and recommendations for curriculum enhancement. Data was analyzed using descriptive statistics and open-ended questions assessed through Delve® software.

Results
Twenty-five formal MI sessions were identified which equated to 35.4 hours of total teaching time devoted to imaging instruction. Most sessions (16, 67%) were taught by radiologists. Approximately 3054 references to MI were identified within all learning resources distributed to students. Radiographs (58%) were the most prevalent while ultrasound images were poorly represented (9%). Consequently, students expressed confidence in X-ray interpretation (mean = 2.5) but were less confident in MRI and ultrasound (mean = 1.71; 1.57) respectively. Analysis of student feedback identified three major themes: 1) limited exposure to medical imaging, 2) increase opportunities for ultrasound training and 3) widespread incorporation of MI throughout the curriculum.

Conclusion
The current curriculum needs to be expanded to incorporate more MI. Additionally, the development of an ultrasound curriculum can increase student exposure and improve confidence. Other medical schools can benefit from the use of this method as a foundation for curriculum improvement.