Number
216
Name
Bridging the Gap: Imaging Confidence from Pre-Clinical Training to Clinical Rotations
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Kyle Nadler (OMS - II), A.T. Still University - School of Osteopathic Medicine in Arizona
Jacqueline Lopez (OMS - III), A.T. Still University - School of Osteopathic Medicine in Arizona
Ryan Stevens (OMS - III), A.T. Still University - School of Osteopathic Medicine in Arizona
Umar Syed (OMS - IV), A.T. Still University - School of Osteopathic Medicine in Arizona
Anna Campbell Ph.D., The Valley College of Osteopathic Medicine (Proposed)
Ellen H Savoini Ph.D., The Valley College of Osteopathic Medicine (Proposed)
Andrew Marble MS, A.T. Still University - School of Osteopathic Medicine in Arizona
Presentation Topic(s)
Curriculum
Description
PURPOSE
Medical imaging education is a foundational component of early medical
training, particularly as students transition from pre-clinical coursework to
clinical environments where accurate interpretation of radiographs,
ultrasound, and cross-sectional imaging is essential. At A.T. Still
University School of Osteopathic Medicine, cadaver-based anatomy is
supplemented with ultrasound sessions, radiology-integrated learning, and
virtual reality modules to reinforce recognition of normal structures and
common pathologies. This study evaluates how these components influence
student confidence across training years and identifies areas where
additional instructional emphasis may be most beneficial.
METHODS
A survey was completed anonymously by 65 osteopathic students (OMS-I to
OMS-III). OMS-I students, who received imaging-enhanced anatomy instruction
at the main campus, were categorized as pre-clinical learners. OMS-II and
OMS-III students completed the survey while engaged in didactic coursework
and clinical rotations at distributed community health centers nationwide.
RESULTS
Confidence levels varied significantly by training year. OMS-I students
consistently reported the highest confidence in interpreting radiographs, CT,
MRI, and ultrasound, suggesting strong short-term retention following
structured exposure. Confidence decline was most pronounced for OMS-II and
OMS-III cohorts in MRI and ultrasound, highlighting limited reinforcement
during rotations. The most frequently encountered modalities clinically were
CT, portable chest radiography, and ultrasound. Thoracic and abdominal
conditions were most commonly observed. With abdominal ultrasound being the
most frequently captured by OMS-III students.
CONCLUSION
The decline in confidence from pre-clinical to clinical years indicates
that early instruction alone is insufficient to maintain competency without
longitudinal reinforcement. Curriculum should prioritize areas most relevant
to clinical practice: point-of-care abdominal/renal ultrasound, chest X-ray
interpretation for cardiopulmonary conditions, and core anatomy
identification on CT and MRI. Embedding structured, case-based imaging
refreshers throughout the clinical years may enhance skill retention and
strengthen clinical readiness.
Medical imaging education is a foundational component of early medical
training, particularly as students transition from pre-clinical coursework to
clinical environments where accurate interpretation of radiographs,
ultrasound, and cross-sectional imaging is essential. At A.T. Still
University School of Osteopathic Medicine, cadaver-based anatomy is
supplemented with ultrasound sessions, radiology-integrated learning, and
virtual reality modules to reinforce recognition of normal structures and
common pathologies. This study evaluates how these components influence
student confidence across training years and identifies areas where
additional instructional emphasis may be most beneficial.
METHODS
A survey was completed anonymously by 65 osteopathic students (OMS-I to
OMS-III). OMS-I students, who received imaging-enhanced anatomy instruction
at the main campus, were categorized as pre-clinical learners. OMS-II and
OMS-III students completed the survey while engaged in didactic coursework
and clinical rotations at distributed community health centers nationwide.
RESULTS
Confidence levels varied significantly by training year. OMS-I students
consistently reported the highest confidence in interpreting radiographs, CT,
MRI, and ultrasound, suggesting strong short-term retention following
structured exposure. Confidence decline was most pronounced for OMS-II and
OMS-III cohorts in MRI and ultrasound, highlighting limited reinforcement
during rotations. The most frequently encountered modalities clinically were
CT, portable chest radiography, and ultrasound. Thoracic and abdominal
conditions were most commonly observed. With abdominal ultrasound being the
most frequently captured by OMS-III students.
CONCLUSION
The decline in confidence from pre-clinical to clinical years indicates
that early instruction alone is insufficient to maintain competency without
longitudinal reinforcement. Curriculum should prioritize areas most relevant
to clinical practice: point-of-care abdominal/renal ultrasound, chest X-ray
interpretation for cardiopulmonary conditions, and core anatomy
identification on CT and MRI. Embedding structured, case-based imaging
refreshers throughout the clinical years may enhance skill retention and
strengthen clinical readiness.
Presentation Tag(s)
Student Presentation