Single-Center Longitudinal Implementation of Lecture Series Based on the American College of Radiology Appropriateness Criteria for Emergency Medicine Provider Education.

RATIONALE AND OBJECTIVES

The purpose of our study was to improve awareness and knowledge of the American College of Radiology Appropriateness Criteria (ACR-AC) among Emergency Medicine (EM) residents and to assess the long-term effectiveness of this ACR-AC lecture-based series.

MATERIALS AND METHODS

Ten lectures-based on the ACR-AC were given to EM residents at an academic medical center. Four of these lectures were subsequently repeated in the subsequent academic year. A prelecture quiz was given to all participants prior to each lecture and the same quiz was given after each lecture. Participants were instructed to select the most appropriate imaging study for each question. Results were analyzed with a 2-tailed paired sample t-test for the means.

RESULTS

A total of 28 residents from three EM resident classes participated in the lecture-based series over the course of this 2-year study. In phase I of the study, there was statistically significant improvement in mean postlecture quiz scores compared to prelecture quiz scores (55.7% vs 80.5%, P < 0.01) for each topic, as well as within each training level, (P < 0.05). In phase II, the resident class of 2018 had the only statistically significant difference between prelecture and postlecture quiz scores (59% vs 94%, P < 0.05). EM residents further demonstrated an enduring effect at 1 year with statistically significant improvement in prelecture quiz scores during phase II compared with phase I (88% vs 50%, P < 0.05).

CONCLUSIONS

This work revealed that lecture-based education on the ACR-AC, relevant to EM residents, significantly increased the participant knowledge for ordering appropriate imaging. In addition, it was evident participants retained the knowledge they acquired from these lectures during phase II 1 year later.