Diagnostic Radiology Residency Assessment Tools: A Scoping Review

Tu, Wendy; Hibbert, Rebecca; Kontolemos, Mario; Dang, Wilfred; Wood, Timothy J.; Verma, Raman; McInnes, Matthew D. F.

doi:10.1177/0846537120981581

Cited by 3 publications

(2 citation statements)

References 37 publications

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“…While there is currently no data on the topic of what quantifies an expert in the interpretation of imaging, there has been a recent call for an examination of the nature of imaging expertise and for rigorous scientific examination of educational tools for use in radiology education and training. [ 17 , 18 ]…”

Section: Discussionmentioning

confidence: 99%

Perfusion-only imaging in pregnant women: A comparative reader study with implications for practice patterns

et al. 2022

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This study seeks to understand the value of ventilation imaging in pregnant patients imaged for suspected pulmonary embolism (PE). Ventilation-perfusion (VQ) scans in this high-risk population were compared to ventilation-only scans. We hypothesize that in this relatively healthy population, the exclusion of ventilation scans will not impact the rate of scans interpreted as positive. This retrospective blinded comparative reader study on collated VQ scans performed on pregnant patients in the course of routine clinical care in a > 5 year period (03/2012 to 07/2017). Each set of VQ and perfusion only (Q) studies were reviewed by 8 readers (4 nuclear radiology fellows and 4 nuclear medicine faculty) in random order; the Q scans simply omitted the ventilation images. Readers recorded each study as PE, no PE, or non-diagnostic (prospective investigative study of acute PE diagnosis classifications). Logistic mixed effects models were used to test the association between scan type (VQ vs Q). 203 pairs of studies in 197 patients were included (6 patients had 2 scans). Subjects ranged from 14 to 45 years of age, with a median 28 years. A significant association between scan type and positive/negative classification. Q-scans received more positive classifications than VQ-scans (median of 7.6% vs 6.7%). No association was seen between scan type and positive/indeterminate classification, nor between scan type and negative/indeterminate classification. The exclusion of ventilation images in VQ-scans was associated with a higher rate of positive studies, but this difference was small (<1%). Given the overwhelmingly normal percentage of Q-exams (>90% in our study), and the benefits of omitting ventilation imaging, perfusion-only imaging should be considered a reasonable option for imaging the pregnant patient to exclude PE.

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Section: Discussionmentioning

confidence: 99%

Perfusion-only imaging in pregnant women: A comparative reader study with implications for practice patterns

et al. 2022

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“…For a more balanced assessment, multiple-choice as well as free text questions were used. Design of the questions corresponded to current specifications (35,36). The entire test is provided in the Supplementary material (Quiz thoracic radiology S4).…”

Section: Questionnaire and Test Designmentioning

confidence: 99%

A blended learning approach for teaching thoracic radiology to medical students: a proof-of-concept study

Stoehr,

Yang,

Müller

et al. 2023

Front. Med.

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IntroductionThe best way to impart knowledge to medical students is still unclear. Therefore, we designed a blended learning course in thoracic radiology including both “traditional” in-class time as well as online learning modules. The aims were (1) to investigate students’ attitudes toward this blended learning approach; and (2) to test whether it improved their knowledge about thoracic radiology.MethodsA prospective study was conducted at the local medical center; 156 fourth-year medical students completed this study. Before and after the course, students had to complete (1) questionnaires to investigate their attitudes (7-point Likert scale); and (2) an objective test to assess their knowledge (multiple-choice/free text questions; results as % of correct answers).ResultsRegarding (1), the course led to an improvement in all items compared to baseline, exemplary: interest in thoracic radiology (precourse 4.2 vs. 5.4 postcourse) and the fulfillment of students’ expressed requirements regarding the teaching content (4.5 precourse vs. 6.2 postcourse). Furthermore, the great majority (88%) of our participants wished for more online learning offerings in the future. Regarding (2), the course led to improved knowledge on the objective test (precourse: 40% vs. postcourse: 63% correct answers).ConclusionThis feasibility study showed the successful design and implementation of a blended learning approach in thoracic radiology. Furthermore, it revealed medical students’ positive attitudes toward this approach and showed an increased knowledge in thoracic radiology. Thus, such approaches might be used to enrich the teaching armamentarium in medical education and to further enhance interest and knowledge in thoracic diseases among medical students.

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