Gorniak Richard J T, Flanders Adam E, Sharpe Richard E
From the Department of Radiology, Thomas Jefferson University, 132 S 10th St, Suite 1070, Philadelphia, PA 19107.
Radiographics. 2013 Aug 26:135705. doi: 10.1148/radiographics.337135705.
During their radiology residency, trainees must learn multiple facets of radiology practice, including the writing of radiology reports. An important factor in the trainee's development of reporting skills is feedback from the attending radiologist on the trainee's preliminary reports. The quality and quantity of feedback may vary and are not typically documented. As radiology department workloads have increased and stricter limitations have been imposed on trainee work hours, less time is available for attending radiologists and trainees to perform a joint retrospective review of radiology reports. To compensate, the authors have developed a Web-based dashboard that provides trainees with case-specific feedback about their reports. Components include an attending radiologist-trainee report discrepancy logging and communication system that is integrated with the institutional picture archiving and communication system, an automated preliminary report-final report comparator, modules showing statistics related to the discrepancy logger and report comparator components, and a Web page that unifies these components with image and report display capabilities. Both the actual report feedback and the trainee's use of the system are documented, and the resultant data may be used for evaluating trainee competence in written communication, as mandated by the Accreditation Council for Graduate Medical Education. With these tools, trainees can obtain near-real-time feedback, which may pinpoint issues that can be corrected to improve the quality of their radiology reporting. This system, although it does not supplant face-to-face training sessions with attending radiologists, can augment traditional methods of learning. © RSNA, 2013.
在放射科住院医师培训期间，学员必须学习放射科实践的多个方面，包括撰写放射科报告。学员报告技能发展的一个重要因素是主治放射科医生对学员初步报告的反馈。反馈的质量和数量可能各不相同，且通常没有记录。随着放射科工作量的增加以及对学员工作时间施加了更严格的限制，主治放射科医生和学员进行放射科报告联合回顾性审查的时间减少了。为了弥补这一点，作者开发了一个基于网络的仪表板，为学员提供有关其报告的具体病例反馈。组件包括一个与机构图像存档和通信系统集成的主治放射科医生 - 学员报告差异记录和通信系统、一个自动初步报告 - 最终报告比较器、显示与差异记录器和报告比较器组件相关统计数据的模块，以及一个将这些组件与图像和报告显示功能统一起来的网页。实际报告反馈和学员对系统的使用都有记录，并且所得到的数据可用于评估学员在书面交流方面的能力，这是研究生医学教育认证委员会所要求的。借助这些工具，学员可以获得近乎实时的反馈，这可能会指出可以纠正的问题，以提高其放射科报告的质量。该系统虽然不能取代与主治放射科医生的面对面培训课程，但可以增强传统的学习方法。© RSNA，2013年。
