application. All trainees were given a pre test at the start of their clinical rotation and a post test at the end of their clinical rotation. A random selection of questions on the tests was obtained from the application. Results: A total of 9 trainees received the application compared to a control cohort of 10 trainees. One outlier in the control cohort was excluded from the data analysis. Trainees who received the application demonstrated a 19% average improvement in scores compared to 7% in the control cohort (p¼0.07). 89% of trainees who received the application demonstrated an improvement in scores (range: -11%À42%) compared to 66% of trainees in the control cohort (range: -11%À32%). Trainees using the application demonstrated significantly greater improvement in scores on questions obtained from the application (p¼0.04). Conclusion: To our knowledge, this is the first electronic tablet based, interactive interventional radiology application for radiology resident and medical student education. The application is a novel tool to teach trainees and provides a more interactive way to learn radiology. This study supports the use of electronic tablet based applications as an effective tool to teach interventional radiology.

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