The aim of this review is to investigate the evaluative outcomes present in the literature according
to Kirkpatrick’s learning model and to examine the nature and characteristics of the e-Learning
interventions in radiology education at undergraduate level.
Materials and methods: Four databases (PubMed, MEDLINE, Embase, Eric) are searched for publications
related to the application of e-Learning in undergraduate radiology education. The search strategy is a
combination of e-Learning and Mesh and non Mesh radiology and undergraduate related terms. These
search strategies are established in relation to experts of respective domains. The full text of thirty pertinent
articles is reviewed. Author’s country and study location data is extracted to identify the most
active regions and year’s are extracted to know the existing trend. Data regarding radiology sub fields and
undergraduate year of radiology education is extracted along with e-Learning technologies to identify the
most prevalent or suitable technologies or tools with respect to radiology contents. Kirkpatricks learning
evaluation model is used to categorize the evaluative outcomes reported in the identified studies.
Results: The results of this analysis reveal emergence of highly interactive games, audience response systems
and designing of wide range of customized tools according to learner needs assessment in radiology
education at undergraduate level. All these initiatives are leading toward highly interactive self directed
learning environments to support the idea of life-long independent learners. Moreover, majority of the
studies in literature regarding e-Learning in radiology at undergraduate level are based on participant satisfaction
followed by participant results or outcomes either before or after an intervention or both. There
was no research particularly demonstrating performance change in clinical practice or patient outcome
as they may be difficult to measure in medical education. Thus clinical competences and performances
are highly affected by pretentious learning environments.