Introduction:

In resource-deprived countries, dissection as means of teaching anatomy is often not feasible due to limited availability of bodies, high cost, and safety risks. In Nicaragua, anatomy and radiology education is in an independent format in the medical curriculum.

Objective:

This paper aims to explore the impact (performance and perceptions) of the use of radiological images in teaching anatomy in medical students from a resources-deprived country.

Method:

An extracurricular course of radiologic anatomy of the trunk was implemented to third (n=87) and sixth (n=67) year medical students. Pre-and post-test and a post-course survey were applied. Mean, median, and SD were calculated, with a confidence interval level of 95%.

Results:

Perceptions from both groups were similar. Regarding radiological techniques: CT (82.8% junior and 94% senior students) was the most helpful, and ultra-sound was the least (49.4% junior and 67.2% senior). Didactic resource acceptance: study guide (73.6% junior and 82.1% senior) and digital-interactive atlas (69% junior and 80.6% senior) got the highest score, while printed books (36.8% junior and 59.7% senior) got the lowest score. The pre-test scores were similar in both groups (mean of correct answer 7.98 junior and 8.22 senior). The mean of correct answers increased in both groups in the post-test: 32.03 for junior and 32.82 for senior students (p=0.000).

Conclusions:

Integration of radiology and anatomy positively impacts medical students; it should be implemented through a self-directed learning approach and considered complementary in the medical curriculum as a good alternative for teaching anatomy in countries where dissection is not feasible.