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With the development of cross-sectional imaging techniques and transformation to digital reading of radiological imaging, e-learning might be a promising tool in undergraduate radiology education. In this systematic review of the literature, we evaluate the emergence of image interaction possibilities in radiology e-learning programs and evidence for effects of radiology e-learning on learning outcomes and perspectives of medical students and teachers. A systematic search in PubMed, EMBASE, Cochrane, ERIC, and PsycInfo was performed. Articles were screened by two authors and included when they concerned the evaluation of radiological e-learning tools for undergraduate medical students. Nineteen articles were included. Seven studies evaluated e-learning programs with image interaction possibilities. Students perceived e-learning with image interaction possibilities to be a useful addition to learning with hard copy images and to be effective for learning 3D anatomy. Both e-learning programs with and without image interaction possibilities were found to improve radiological knowledge and skills. In general, students found e-learning programs easy to use, rated image quality high, and found the difficulty level of the courses appropriate. Furthermore, they felt that their knowledge and understanding of radiology improved by using e-learning. In conclusion, the addition of radiology e-learning in undergraduate medical education can improve radiological knowledge and image interpretation skills. Differences between the effect of e-learning with and without image interpretation possibilities on learning outcomes are unknown and should be subject to future research.

This article reports on a survey study into provisional career determinants of masters in public administration (MPA) students and masters in business administration (MBA) students (N = 131) in the Netherlands. The survey measures whether both student groups hold different values, motivations, and sector perceptions and how these, in turn, determine provisional sector choices right before they graduate. Differences between both groups are larger and more classical than current literature and previous studies suggest: MPA students hold public values, have high levels of public service motivation (PSM), positive public sector perceptions and negative private sector perceptions, and opt without exception for a public sector career. For MBA students, the results are completely opposite. Arguably, both groups have a rather nullified image of professional lives in both sectors, reinforced by their respective degree programs. Implications are offered for future debates on public and private sector differences and the relation between attraction and socialization of different people types by both sectors.

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