‘Out of hours’ adult CT head interpretation by senior emergency department staff following an intensive teaching session: a prospective blinded pilot study of 405 patients

Jamal, Karim; Mandel, Laura; Jamal, Leila; Gilani, Shamim

doi:10.1136/emermed-2012-202005

Cited by 7 publications

(7 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In studies that compare many patient groups' cranial CT interpretations, a concordance of between 60% and 94% was found between EPs and radiologists (9)(10)(11)(12)(13)(14). In our study, this rate was found to be 93.6%.…”

Section: Discussionsupporting

confidence: 53%

Are emergency physicians competent to interpret the cranial CT of patients younger than the age of 2 years with mild head trauma?

Idil

Kırımlı²,

Korol

et al. 2015

The American Journal of Emergency Medicine

View full text Add to dashboard Cite

Section: Discussionsupporting

confidence: 53%

Are emergency physicians competent to interpret the cranial CT of patients younger than the age of 2 years with mild head trauma?

Idil

Kırımlı²,

Korol

et al. 2015

The American Journal of Emergency Medicine

View full text Add to dashboard Cite

“…For plain radiographs, a few large single‐center studies report discrepancies ranging from 1% to 7% . For CT, there was good agreement for renal disease on noncontrast CT (κ > 0.75), high agreement (94% concordance) for head CT after an educational intervention, and poor agreement for chest CT for pulmonary arteries (sensitivity 54%, specificity 57%) . However, the goal of interpretation for EPs often differs from that of radiologists.…”

Section: Consensus Resultsmentioning

confidence: 99%

Research Priorities in the Utilization and Interpretation of Diagnostic Imaging: Education, Assessment, and Competency

Lewiss

Chan

Sheng

et al. 2015

Academic Emergency Medicine

View full text Add to dashboard Cite

The appropriate selection and accurate interpretation of diagnostic imaging is a crucial skill for emergency practitioners. To date, the majority of the published literature and research on competency assessment comes from the subspecialty of point-of-care ultrasound. A group of radiologists, physicists, and emergency physicians convened at the 2015 Academic Emergency Medicine consensus conference to discuss and prioritize a research agenda related to education, assessment, and competency in ordering and interpreting diagnostic imaging. A set of questions for the continued development of an educational curriculum on diagnostic imaging for trainees and competency assessment using specific assessment methods based on current best practices was delineated. The research priorities were developed through an iterative consensus-driven process using a modified nominal group technique that culminated in an in-person breakout session. The four recommendations are: 1) develop a diagnostic imaging curriculum for emergency medicine (EM) residency training; 2) develop, study, and validate tools to assess competency in diagnostic imaging interpretation; 3) evaluate the role of simulation in education, assessment, and competency measures for diagnostic imaging; 4) study is needed regarding the American College of Radiology Appropriateness Criteria, an evidence-based peer-reviewed resource in determining the use of diagnostic imaging, to maximize its value in EM. In this article, the authors review the supporting reliability and validity evidence and

show abstract

“… 1 , 2 This is particularly true in practice settings that do not have attending radiologists in house at all times. 10 , 30 , 31 Nonetheless, the skill of head CT interpretation exists in a border region of knowledge domains between clinical specialties. As educators, this forces us to consider the complex issue that teaching one topic to sufficient depth can come at the expense of time for other topics in residency education.…”

Section: Discussionmentioning

confidence: 99%

“…Prior studies addressed this knowledge gap using onetime didactic lectures or instructional videos. [8][9][10][11][12] However, demonstrating CT findings on single images poorly represents the cognitive work of identifying these findings in clinical practice. 13 Even if a lecturer "scrolls" through a CT, learners are unable to actively engage with the images.…”

Section: Discussionmentioning

confidence: 99%

Rethinking Radiology: An Active Learning Curriculum for Head Computed Tomography Interpretation

Aliaga

Clarke

2022

WestJEM

View full text Add to dashboard Cite

Introduction: Head computed tomography (CT) interpretation is a vital skill for emergency physicians. Existing literature shows poor concordance between emergency physicians and radiologists in head CT interpretation. Prior studies have used passive learning methods to address this knowledge gap. We created an active learning curriculum for teaching head CT interpretation to emergency medicine (EM) residents and compared its effectiveness to a passive learning strategy. Methods: We conducted a prospective, randomized controlled study of EM residents at a single institution. Three educational sessions were delivered over a three-month period via video conference. The active learning cohort (ALC) scrolled through head CT teaching cases we designed on Pascbin, a web-based radiology picture archiving and communication system. The passive learning cohort (PLC) watched instructional videos that scrolled through the same cases. Both cohorts were given equal time to review the cases and ask an instructor questions. Residents took pre-intervention and post-intervention tests on head CT interpretation. We analyzed scores using paired and unpaired t-tests. Results: Forty-two residents took the pre-intervention test. Mean pre- and post-test scores for the ALC were 43.8% and 59.0% (P <0.001), and for the PLC were 41.7% and 45.3% (P = 0.29). The difference in ALC and PLC post-test scores was statistically significant (P = 0.009) with a large effect size (Cohen’s d = 1.34). Conclusion: Our active learning head CT curriculum using Pacsbin showed superior learning outcomes when compared to a passive learning strategy and required no additional time or resources. This intervention offers a more effective and learner-centric method for implementing radiology curricula in EM residency programs.

show abstract

‘Out of hours’ adult CT head interpretation by senior emergency department staff following an intensive teaching session: a prospective blinded pilot study of 405 patients

Cited by 7 publications

References 10 publications

Are emergency physicians competent to interpret the cranial CT of patients younger than the age of 2 years with mild head trauma?

Are emergency physicians competent to interpret the cranial CT of patients younger than the age of 2 years with mild head trauma?

Research Priorities in the Utilization and Interpretation of Diagnostic Imaging: Education, Assessment, and Competency

Rethinking Radiology: An Active Learning Curriculum for Head Computed Tomography Interpretation

Contact Info

Product

Resources

About