Purpose: To create guidelines for interactive annotation of CBT and WBT programs in Radiology. Method and materials: Different types of annotation may be found in on- and off-line teaching programs in Radiology. A representative collection of these types of annotation were presented to the target group: medical students and residents in Radiology. Both groups had to evaluate these annotations according to didactic efficiency. Based on this evaluation, independent represents of the target group were tested according to information uptake and learning time using CBT and WBT with suitable annotations. Results: The evaluation of more than 100 students and residents in Radiology realized a categorized and ranked list of different types of annotation in Radiology teaching software. Suitable, highly interactive annotations in CBT or WBT increases the user's information uptake and decreases the learning time. Conclusion: A suitable type of annotation in CBT and WBT increases the information transfer for the user in morphological departments like Radiology. .
