Hegazi Tarek, Kurdi Khalid, Alfayez Abdulaziz, Alhammad Ali, Aldakheel Abdullah, Alshahrani Rakan, Alotaibi Ghazi, AlQahtani Muhannad, Jarrar Mu'taman, Ola Hussain Abu Al, Elq Abdulmohsen Al
Department of Radiology, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Eastern Province, Saudi Arabia.
Nursing Department, Princess Aisha Bint Al-Hussein College for Nursing and Health Sciences, Al-Hussein Bin Talal University, Ma'an, Jordan.
Saudi J Med Med Sci. 2025 Apr-Jun;13(2):133-141. doi: 10.4103/sjmms.sjmms_623_24. Epub 2025 Apr 21.
Chest radiography is important in detecting chest abnormalities, an essential skill for medical students during their transition into clinical years. Although critical, limited research has evaluated students' competencies in chest X-ray interpretation, a recognized area of weakness.
This study aims to (1) assess medical students' competencies and confidence in chest X-ray interpretation, (2) measure the effectiveness of an educational intervention, and (3) determine the influence of clinical history on students' decision-making.
This experimental pre- and post-design study included clinical-year students from College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia, and was conducted between November 2022 and April 2023. It was executed in three phases: pre-intervention assessment, an intervention involving a lecture based on Thomas and Kern's six-step approach, and a post-intervention assessment.
The study comprised 77 students. Mean self-reported knowledge and confidence scores were 3.08 ± 0.6 and 2.78 ± 0.7, respectively. There was a significant difference in the mean scores for the pre-test without clinical history (6.29 ± 2.38) compared with the pre-test with clinical history scores (8.58 ± 2.65) ( < 0.001). Post-intervention scores were also significant (9.40 ± 2.91) compared to both pre-tests without and with clinical history ( < 0.001 and 0.034, respectively). Students exhibited high accuracy in diagnosing pneumoperitoneum with and without clinical history (88% and 97%, respectively). Confidence scores were elevated when clinical history was provided and the students had access to their patients' histories.
A lecture-based intervention built on Thomas and Kern's approach markedly enhanced students' capacities to interpret chest X-rays. Integrating clinical history proved beneficial, underscoring the necessity for comprehensive teaching methodologies in medical education.
胸部X光检查对于发现胸部异常至关重要，这是医学生向临床阶段过渡期间的一项基本技能。尽管至关重要，但针对学生胸部X光解读能力的研究有限，而这是一个公认的薄弱领域。
本研究旨在（1）评估医学生胸部X光解读的能力和信心，（2）衡量教育干预的效果，以及（3）确定临床病史对学生决策的影响。
本实验性前后设计研究纳入了沙特阿拉伯达曼伊玛目阿卜杜勒拉赫曼·本·费萨尔大学医学院临床阶段的学生，研究于2022年11月至2023年4月进行。研究分三个阶段进行：干预前评估、基于托马斯和克恩六步法的讲座干预以及干预后评估。
该研究包括77名学生。自我报告的平均知识和信心得分分别为3.08±0.6和2.78±0.7。无临床病史的预测试平均得分（6.29±2.38）与有临床病史的预测试得分（8.58±2.65）相比存在显著差异（<0.001）。与无临床病史和有临床病史的预测试相比，干预后得分也具有显著性（9.40±2.91）（分别为<0.001和0.034）。无论有无临床病史，学生在诊断气腹方面都表现出较高的准确率（分别为88%和97%）。当提供临床病史且学生能够获取患者病史时，信心得分有所提高。
基于托马斯和克恩方法的讲座干预显著提高了学生解读胸部X光的能力。整合临床病史被证明是有益的，这突出了医学教育中采用综合教学方法的必要性。
