What problems were addressed? Interpreting medical images is difficult for students. Teaching such skills may be challenging in a traditional, lecture-based environment in a multi-seat amphitheatre in which teaching relies solely on the delivery of verbal explanations. We tested whether observing video-recordings of the eye movements of the teacher would enhance students' interpretative skills. The idea originates from eye-tracking research, which has demonstrated that experts show more fixations of longer duration on task-relevant information and fewer fixations of shorter duration on task-redundant information. When they look through the teacher's eyes, students can observe where, for how long and in which order the teacher fixates when he or she is interpreting a medical image. Thus, we investigated whether replaying the eye movements of a teacher might help students to develop more efficient gaze patterns in detecting task-relevant information on medical images.
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