Rajendran Karthik, Walters Ben, Kemball Bridget, McKinley Robert K, Khan Nadir, Melville Colin A
Department of Trauma and Orthopaedics, Royal Free NHS Foundation Trust, London, GBR.
Department of Medicine, University Hospitals of North Midlands NHS Trust, Stoke-On-Trent, GBR.
Cureus. 2021 Jan 18;13(1):e12762. doi: 10.7759/cureus.12762.
Introduction and aims Assessment of chest radiographs is a fundamental clinical skill, often taught opportunistically. Medical students are taught how to read adult chest radiographs, however, in our experience, there is often a lack of structured training for the interpretation of pediatric chest radiographs. Our aim was to develop and evaluate an online approach for medical students to learn this skill. Materials and methods Ericsson's expertise acquisition theory was used to develop 10 sets of 10 practice radiographs which were graded using the X-ray difficulty score. Medical student volunteers (from Keele University School of Medicine) were recruited in the paediatric rotation of their first clinical year. Pre- and post-training tests of identical difficulty were offered. A semistructured focus group was conducted after the tests, the transcription of which was analyzed using grounded theory. Results Of 117 students in the year, 54 (46%) originally volunteered. The engagement was initially high but fell during the year, particularly during the pre-examination block. The high drop-out rate made the quantitative measurement of effectiveness difficult. The focus group suggested that pressure of other work, exam preparation, technical factors, and inflexibility of the study protocol reduced engagement. Conclusions Although the topic covered was seen as important and relevant to exams, the current system requires development to make it more effective and engaging.
引言与目的 胸部X光片评估是一项基本临床技能，通常是随机教授。医学生学习如何解读成人胸部X光片，然而，根据我们的经验，对于儿科胸部X光片解读往往缺乏系统性培训。我们的目的是开发并评估一种让医学生学习这项技能的在线方法。 材料与方法 运用爱立信的专业知识获取理论开发了10套各含10张的练习X光片，并使用X光难度评分进行分级。招募了（来自基尔大学医学院的）医学生志愿者参与其临床第一年的儿科轮转。提供了难度相同的培训前和培训后测试。测试后进行了半结构化焦点小组讨论，并运用扎根理论对讨论记录进行了分析。 结果 该年级117名学生中，54名（46%）最初自愿参与。参与度起初较高，但在这一年中有所下降，尤其是在考试前阶段。高辍学率使得难以对有效性进行定量测量。焦点小组表明，其他工作压力、考试准备、技术因素以及研究方案缺乏灵活性降低了参与度。 结论 尽管所涵盖的主题被视为对考试很重要且相关，但当前系统需要改进以使其更有效且更具吸引力。
