Department of Clinical Laboratory and Medical Imaging Sciences, School of Health Professions, Rutgers University, Newark, New Jersey, USA.
Department of Interdisciplinary Studies, School of Health Professions, Rutgers University, Newark, New Jersey, USA.
Cytopathology. 2022 Sep;33(5):584-590. doi: 10.1111/cyt.13150. Epub 2022 Jun 9.
The specific aims of the study are to assess whether the amount of time a cytology learner spends reviewing slides correlates with increased diagnostic competency and to determine whether time spent reviewing slides immediately after the multi-head sessions correlates with a higher level of proficiency. The paper also seeks to explore the impacts of the time of day at which slides were reviewed on diagnostic learning outcome.
Data obtained through the cytology laboratory screening logs were reviewed, and the number of hours per day and the times of the day at which the students were present at the glass slide library were tabulated and compared against each of the seven-unit slide exam scores in the semester to explore possible relationships.
There was a positive linear relationship (r = 0.29) between the number of hours students spent in the laboratory reviewing cases and competency. When the students' unit diagnostic test scores were classified into low and high categories for each test, there was a significant correlation (P = 0.008) between a lack of time spent screening slides in the lab and the number of times a student was ranked at the bottom of the class. Our data do not support a recency effect nor a difference in test scores between those who reviewed cases in the morning vs in the afternoon.
While educating and training a strong cytology workforce may be challenging, our study provides new insights and sheds light on the importance of spending time reviewing slides, and provides guidance for struggling students on how best to improve. Inside this month's Cytopathology: The aims of this study are to assess whether the amount of time a cytology learner spent reviewing slides correlates with increased diagnostic competency, and to determine whether time spent reviewing slides immediately after the multi-head sessions correlates with a higher level of proficiency. The paper also seeks to explore the impacts of the time of day at which slides were reviewed on diagnostic learning outcome.
本研究的具体目的是评估细胞学学习者复习幻灯片的时间与诊断能力提高的相关性，以及确定在多头检查后立即复习幻灯片的时间是否与更高的熟练程度相关。本文还试图探讨在一天中的不同时间复习幻灯片对诊断学习结果的影响。
回顾细胞学实验室筛查记录获得的数据，将每天的小时数和学生在玻片库的时间记录下来，并与该学期的七个单位幻灯片考试成绩进行比较，以探索可能的关系。
学生在实验室复习病例的时间与能力呈正线性关系（r=0.29）。当学生的单位诊断测试成绩按每个测试的低分组和高分组分类时，在实验室筛查玻片的时间不足与学生在班级排名垫底的次数之间存在显著相关性（P=0.008）。我们的数据不支持近因效应，也不支持上午和下午复习病例的学生之间的测试分数存在差异。
虽然教育和培训一支强大的细胞学劳动力可能具有挑战性，但我们的研究提供了新的见解，并阐明了花时间复习幻灯片的重要性，并为挣扎的学生提供了如何最好地提高的指导。在本月的《细胞病理学》中：本研究的目的是评估细胞学学习者复习幻灯片的时间与诊断能力提高的相关性，以及确定在多头检查后立即复习幻灯片的时间是否与更高的熟练程度相关。本文还试图探讨在一天中的不同时间复习幻灯片对诊断学习结果的影响。
