A prospective study was performed to better define the role of computers in teaching radiology to medical students. Two hundred twentyfive 3rd-year students were randomly assigned to one of four groups and exposed to 10 radiology cases as well as to a voluntary weekly radiology lecture. Group A used computer-based cases with interactive elements; group B used computer-based cases without interactive elements; group C used paper-based cases with interactive elements; and group D was not exposed to the cases and served as a control group. On a multiple-choice question test, groups A, B, and C showed significant improvement (ϩ11.2%, ϩ15.1%, and ϩ13.0%, respectively), whereas group D did not (ϩ0.6%). On an image interpretation test, group A showed the most improvement (ϩ15.7% [P Ͻ .001]), followed by group B (ϩ15.1% [P Ͻ .01]) and group C (ϩ10.2% [P Ͻ .05]); group D showed no significant improvement (ϩ8.5%). No significant differences in the learning outcome were found between the two interactive groups (computer based and paper based). Computerbased teaching with case studies (with or without interactivity) improves students' problem-solving ability in radiology.

Temporary filters are effective in trapping clots and protecting against PE, and the complication rate does not exceed that of permanent filters. They are an alternative when protection from PE is required temporarily, and should be considered in patients with a normal life expectancy.