HAC METHOD: COMBINING ACTIVE LEARNING STRATEGIES WITH TRADITIONAL METHODS IN A RADIOLOGY CLASS

Abstract

This study reports the application of the HAC method in an eighth-semester medical class with 39 students during a Radiology and Diagnostic Imaging lesson. The topic addressed was acute obstructive abdomen, and the objective of the methodology was to stimulate students' critical thinking in interpreting radiological exams. The HAC method, based on Harvard University's Connect-Extend-Challenge approach, was adapted to the clinical context, encouraging the connection between prior knowledge and new information. Students received a "radiological card" containing three sections to be filled out: Hypothesis, Analysis, and Conclusion. Initially, they analyzed a radiographic image and recorded their diagnostic hypothesis and justification. Following this, the professor provided an explanation of the topic, followed by a group discussion organized according to the accuracy of the students' initial analyses. Each group shared their insights with the class, promoting active and collaborative learning. Finally, students completed the Conclusion section, reflecting on the relationship between their initial hypothesis and the final diagnosis. The evaluation focused on the quality of this reflection rather than the accuracy of the hypothesis. The lesson concluded with professor feedback and a collective discussion. The results suggest that the HAC method enhances clinical reasoning and student autonomy, making Radiology learning more interactive and effective.