Darras Kathryn E, Worthington Anne, Russell David, Hou Daniel J, Forster Bruce B, Hague Cameron J, Mar Colin, Chang Silvia D
University of British Columbia, 3350-950 West 10th Avenue, Vancouver, British Columbia V5Z 1M9, Canada; Department of Radiology, University of British Columbia, 3350-950 West 10th Avenue, Vancouver, British Columbia V5Z 1M9, Canada.
University of British Columbia, 3350-950 West 10th Avenue, Vancouver, British Columbia V5Z 1M9, Canada; Evaluation Studies Unit, Faculty of Medicine, Diamond Healthcare Centre, Vancouver, British Columbia V5Z 1M9, Canada.
Acad Radiol. 2016 Jul;23(7):848-60. doi: 10.1016/j.acra.2016.03.007. Epub 2016 May 10.
In order to ease the transition from internship to diagnostic radiology residency, a year-long didactic introduction to radiology course was offered to post-graduate year one (PGY-1) diagnostic radiology residents during their internship, which consisted of 27 hours of lecture over 9 months. The purpose of this study was to determine the quantitative and qualitative educational value of this course and its effect with respect to on-call preparedness.
Two consecutive cohorts of Diagnostic Radiology residents were included: the first cohort (PGY-1s in 2011-2012) did not participate in the new course (Old Curriculum Residents) and the second cohort (PGY-1s in 2012-2013) completed the new course (New Curriculum Residents). These two cohorts were compared both qualitatively and quantitatively. Scores were compared from the standardized Canadian National Pre-Call Observed Standardized Clinical Examination and American College of Radiology Diagnostic Radiology In-Training examination, which are taken in the PGY-2 year, at months 5 and 7, respectively. In addition, staff observation of on-call resident performance and resident self-reported preparedness were considered. Cohorts were compared using Mann-Whitney U test with significance defined as P value <0.05. P values from 0.05 to 0.10 were noted as possibly significant and further analyzed using a Cohen d test where the difference was determined to be small (0.2), medium (0.5), or large (0.8).
New Curriculum Residents reported that the content of the PGY1 curriculum was more appropriate than the old curriculum to prepare them for call in PGY2 (P = 0.013). New Curriculum Residents scored better than the Old Curriculum Residents on the Diagnostic Radiology In-Training examination (P = 0.039) and on the emergency cases of the Canadian National Pre-Call Observed Standardized Clinical Examination (P = 0.035). Staff radiologists, who were not blinded, reported that the New Curriculum Residents were better prepared for daytime (P = 0.006) and overnight (P = 0.008) independent call were better prepared to perform common ultrasound examinations alone (P = 0.049), and required less guidance while on call for nine competency areas. There was, however, no statistical difference between the residents' self-reported preparedness for independent call.
Participation in a lecture-based introductory radiology curriculum during the PGY-1 internship year improved both radiology residents' preparedness for call and their performance in PGY-2.
为便于从实习过渡到放射诊断住院医师培训阶段，在实习期间为一年级（PGY - 1）放射诊断住院医师提供了为期一年的放射学理论入门课程，该课程在9个月内共27小时讲座。本研究旨在确定该课程的定量和定性教育价值及其对随叫随到准备情况的影响。
纳入连续两批放射诊断住院医师：第一批（2011 - 2012年的PGY - 1）未参加新课程（旧课程住院医师），第二批（2012 - 2013年的PGY - 1）完成了新课程（新课程住院医师）。对这两批住院医师进行了定性和定量比较。比较了分别在PGY - 2阶段第5个月和第7个月进行的标准化加拿大国家预叫随到观察标准化临床考试以及美国放射学会放射诊断住院医师培训考试的成绩。此外，还考虑了工作人员对随叫随到住院医师表现的观察以及住院医师自我报告的准备情况。使用曼 - 惠特尼U检验对两组进行比较，显著性定义为P值<0.05。P值在0.05至0.10之间被视为可能显著，并使用科恩d检验进一步分析，其中差异被确定为小（0.2）、中（0.5）或大（0.8）。
新课程住院医师报告称，PGY1课程内容比旧课程更适合为他们在PGY2的随叫随到工作做准备（P = 0.013）。新课程住院医师在放射诊断住院医师培训考试（P = 0.039）和加拿大国家预叫随到观察标准化临床考试的急诊病例部分（P = 0.035）的得分高于旧课程住院医师。未设盲的放射科工作人员报告称，新课程住院医师在白天（P = 0.006）和夜间（P = 0.008）独立随叫随到方面准备更充分，独自进行常见超声检查的准备更充分（P = 0.049），并且在九个能力领域随叫随到期间需要的指导更少。然而，住院医师自我报告的独立随叫随到准备情况之间没有统计学差异。
在PGY - 1实习年度参加基于讲座的放射学入门课程提高了放射科住院医师的随叫随到准备情况及其在PGY - 2阶段的表现。
