Title

The effect of a chest imaging lecture on emergency department doctors' ability to interpret chest CT images: A randomized study

Date of this Version

5-1-2012

Document Type

Journal Article

Publication Details

Citation only

Keijzers, G., & Sithirasenan, V. (2012). The effect of a chest imaging lecture on emergency department doctors' ability to interpret chest CT images: A randomized study. European Journal of Emergency Medicine 19 (1), 40-45.

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2012 HERDC submission. FoR code: 110305

© Copyright Wolters Kluwer Health Lippincott Williams & Wilkins, 2012

ISSN

0969-9546

Abstract

Objective: To assess the chest computed tomography (CT) imaging interpreting skills of emergency department (ED) doctors and to study the effect of a CT chest imaging interpretation lecture on these skills.

Participants and methods: Sixty doctors in two EDs were randomized, using computerized randomization, to either attend a chest CT interpretation lecture or not to attend this lecture. Within 2 weeks of the lecture, the participants completed a questionnaire on demographic variables, anatomical knowledge, and diagnostic interpretation of 10 chest CT studies. Outcome measures included anatomical knowledge score, diagnosis score, and the combined overall score, all expressed as a percentage of correctly answered questions (0-1 00).

Results: Data on 58 doctors were analyzed, of which 27 were randomized to attend the lecture. The CT interpretation lecture did not have an effect on anatomy knowledge scores (72.9 vs. 70.2%), diagnosis scores (71.2 vs. 69.2%), or overall scores (71.4 vs. 69.5%). Twenty-nine percent of doctors stated that they had a systematic approach to chest CT interpretation. Overall self-perceived competency for interpreting CT imaging (brain, chest, abdomen) was low (between 3.2 and 5.2 on a 10-point Visual Analogue Scale).

Conclusion: A single chest CT interpretation lecture did not improve chest CT interpretation by ED doctors. Less than one-third of doctors had a systematic approach to chest CT interpretation. A standardized systematic approach may improve interpretation skills.

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This document has been peer reviewed.