Medical Student Usage of the American College of Radiology Appropriateness Criteria

Kozak, Benjamin M.; Webb, Emily M.; Khan, Baber; Orozco, Nicholas; Straus, Christopher M.; Naeger, David M.

doi:10.1016/j.acra.2015.08.011

Cited by 17 publications

(9 citation statements)

References 34 publications

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“…In a survey, medical students participating in a radiology clerkship stated that they would be interested in using the appropriateness criteria of the American College of Radiology (ACR) for effective utilization of imaging tests and evidence-based imaging [ 23 ]. Another study among third-year medical students, however, showed that use of the ACR appropriate-use criteria was actually low and did not increase after interventions improving familiarity with such criteria [ 24 ]. The most important reason for this failure was the lack of a quick, easy-to-use online mobile application–based interface [ 24 ].…”

Section: Discussionmentioning

confidence: 99%

“…Another study among third-year medical students, however, showed that use of the ACR appropriate-use criteria was actually low and did not increase after interventions improving familiarity with such criteria [ 24 ]. The most important reason for this failure was the lack of a quick, easy-to-use online mobile application–based interface [ 24 ]. We tried to tackle this barrier by evaluating ESR eGUIDE as an online interactive teaching interface for the appropriate utilization of diagnostic imaging tests.…”

Section: Discussionmentioning

confidence: 99%

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Effectiveness of the clinical decision support tool ESR eGUIDE for teaching medical students the appropriate selection of imaging tests: randomized cross-over evaluation

et al. 2020

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Objectives To evaluate ESR eGUIDE—the European Society of Radiology (ESR) e-Learning tool for appropriate use of diagnostic imaging modalities—for learning purposes in different clinical scenarios. Methods This anonymized evaluation was performed after approval of ESR Education on Demand leadership. Forty clinical scenarios were developed in which at least one imaging modality was clinically most appropriate, and the scenarios were divided into sets 1 and 2. These sets were provided to medical students randomly assigned to group A or B to select the most appropriate imaging test for each scenario. Statistical comparisons were made within and across groups. Results Overall, 40 medical students participated, and 31 medical students (78%) answered both sets. The number of correctly chosen imaging methods per set in these 31 paired samples was significantly higher when answered with versus without use of ESR eGUIDE (13.7 ± 2.6 questions vs. 12.1 ± 3.2, p = 0.012). Among the students in group A, who first answered set 1 without ESR eGUIDE (11.1 ± 3.2), there was significant improvement when set 2 was answered with ESR eGUIDE (14.3 ± 2.5, p = 0.013). The number of correct answers in group B did not drop when set 2 was answered without ESR eGUIDE (12.4 ± 2.6) after having answered set 1 first with ESR eGUIDE (13.0 ± 2.7, p = 0.66). Conclusion The clinical decision support tool ESR eGUIDE is suitable for training medical students in choosing the best radiological imaging modality in typical scenarios, and its use in teaching radiology can thus be recommended. Key Points • ESR eGUIDE improved the number of appropriately selected imaging modalities among medical students. • This improvement was also seen in the group of students which first selected imaging tests without ESR eGUIDE. • In the student group which used ESR eGUIDE first, appropriate selection remained stable even without the teaching tool.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Effectiveness of the clinical decision support tool ESR eGUIDE for teaching medical students the appropriate selection of imaging tests: randomized cross-over evaluation

et al. 2020

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“…Feedback can be given with high clinical relevance by using a computer assisted diagnosis system (ACR appropriateness criteria, ESRiGuide, or similar solutions) [21–23]. In this form, many aspects of reasoning, also referred to as interpretative skills and professionalism, can be trained.…”

Section: Appropriate Use Of Imaging: Simulating Diagnostic Reasoningmentioning

confidence: 99%

“…The main challenge in this new educational culture is that students and radiologists have to include the topics of non-interpretative skills and professionalism. In addition to the traditional way of teaching image interpretation, consideration should be given to any potential consequences which may stem from personnel fault or resource malfunction [23].…”

Section: Appropriate Use Of Imaging: Simulating Diagnostic Reasoningmentioning

confidence: 99%

ESR statement on new approaches to undergraduate teaching in Radiology

2019

Insights Imaging

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Medical education is evolving and electronic learning (e-Learning) strategies have now become an essential asset in radiology education. Radiology education is a significant part of the undergraduate medical curriculum and the use of e-Learning in radiology teaching in medical schools is on the rise. If coupled with clinical decision support systems, e-Learning can be a practical way of teaching students clinical decision making, such as selecting the diagnostic imaging tests that are best suited in certain clinical scenarios.The innovative concept of flipped classroom learning encourages students to work independently and maximises the application of learnt contents in interactive classroom sessions.For integrated curricula with their student-centred, problem-based, and community-based design, an approach to systematically integrate radiology may be to define diagnostic reasoning as one of the core goals. Radiologists as teachers and scholars may understand themselves as experts in diagnostic reasoning and in mentoring how to make medical decisions.Computer programs simulating the routine work are available and can be used to teach the recognition of anatomical structures and pathological patterns, and also to teach ultrasonography and interventional radiology, maximising patient safety.

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“…Reasons frequently cited for this issue include lack of education, awareness, and integration of AUC into medical school, residency, and fellowship training, and into professional practices of radiologists and nonradiologists. [35][36][37][38][39][40][41][42][43] Naming the ACR as a qualified entity to provide AUC under PAMA will potentially improve use of the ACR AC. Increased utilization of the ACR's (or any provider's) AUC will also hinge on the continued multidisciplinary collaboration in developing AC and the ability to present and support them on user-friendly platforms.…”

Section: Limitations Of Appropriate Use Criteriamentioning

confidence: 99%

Appropriate Use Criteria in Musculoskeletal Imaging

Demertzis

Rubin

2017

Semin Musculoskelet Radiol

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In the United States, health care costs are spiraling upward at an unsustainable rate. Concurrently, medical specialties, legislatures, and the population each recognize the need to prove that current medical practices are effective, measured by outcomes. These forces necessitate a change in radiology's role, from emphasizing interpretation and reporting to maintaining and demonstrating quality and value. An important part of this task involves establishing the appropriateness of imaging tests by application of objective data and expert opinion in an effort to optimize resource utilization and modality selection. We explore the justifications for establishing appropriateness use criteria, various paradigms that have been applied to their creation, inherent limitations of appropriateness rules based on imperfect data, and challenges associated with their widespread implementation and utilization. An appendix of key terms that may be unfamiliar to radiologists is included for future reference.

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Medical Student Usage of the American College of Radiology Appropriateness Criteria

Cited by 17 publications

References 34 publications

Effectiveness of the clinical decision support tool ESR eGUIDE for teaching medical students the appropriate selection of imaging tests: randomized cross-over evaluation

Effectiveness of the clinical decision support tool ESR eGUIDE for teaching medical students the appropriate selection of imaging tests: randomized cross-over evaluation

ESR statement on new approaches to undergraduate teaching in Radiology

Appropriate Use Criteria in Musculoskeletal Imaging

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