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Minimum competency practical examination for first-year radiology residents
12-5 The Effect o f D o w n s i z i n g a n A c a d e m i c R e s i d e n c y a t t h e U n i v e r s i t y o f Minnesota H a r r y J. Griffiths MD. P a u l H. K i m MD, P e t e r R. L a f f e r t y MD, A n u r a d h a K. T u m m a l a MD, a n d W i l l i a m M. T h o m p s o n MD. We are a l a r g e a c a d e m i c p r o g r a m m e based in a U n i v e r s i t y Hospital. O u r residents r o t a t e t h r o u g h a VA hospital (12 to 14 m o n t h s in 4 years), a city hospital (4 to 6 months), a n d a children's h o s p i t a l (1 m o n t h i n t h e second year). We are d o w a s i z i n g from a t o t a l of 52 r e s i d e n t s to 40 r e s i d e n t s over a 4 - y e a r period, m a i n l y due to a perceived a n d projected s h o r t a g e of a v a i l a b l e jobs in t h e upper m i d w e s t . Problems e n c o u n t e r e d d u r i n g t h i s process will be discussed. A l t h o u g h t h e residents t h e m s e l v e s will experience l i t t l e c h a n g e in t h e i r c u r r i c u l u m , t h e y will h a v e to t a k e a d d i t i o n a l call a n d in fact t h i s downsizing m a y n e c e s s i t a t e a significant c h a n g e in t h e call s y s t e m for both r e s i d e n t s a n d staff. H o w e v e r t h e faculty a r e a n d w i l l be facing c h a n g e s w i t h some m o n t h s w i t h o u t r e s i d e n t coverage on some services a n d o t h e r m o n t h s w i t h f e w e r r e s i d e n t s t h a n in t h e past. T h e process of °pnlling" r e s i d e n t s from one r o t a t i o n to a n o t h e r to h e l p cover will cease. T h e faculty will be expected to do m e r e w o r k and to utilize our f i r s t - y e a r r e s i d e n t s who are now g e n e r a l l y perceived as of little help. T h e specific c h a n g e s of t h e downsizing as w e l l as t h e r e s i d e n t a n d faculty perception of t h e s i t u a t i o n will be discussed.
12-7 A FILMLESS RADIOLOGY LEARNING FILE FOR THE INTERNET, Chakri Inampudi. M_,_D.,T. L. Kamplain, J. K. Smith M.D., Ph.D., University of Alabama at Birmingham, Birmingham, AL Ptm~ose: Construct and demonstrate the utility of a computerized, filmlees radiology learning file accessible ever the world wide web (WWW). Methods: Our teaching file runs on a Macintosh PowerPC. The images to be used in the teaching file are transferred from CT, MRI, and Ultrasound machines over the local hospital network or digitized from 35ram slides using a slide scanner. Raw images are windowed, leveled, and cropped and then converted to Compuserve GII~ format. Text documents used in the teaching file are created in the standard HyperText Markap Language (HTML) format using a text editor. Results: The learning fde cmrenfly contains over 200 cases and is used regularly by our residents and has been accessed by radiologists as far away as Australia. We have incorporated user suggestions to attempt to optimize usability and speed of case presentation, two of the most often cited reasons for net using alectrohic leeming files. The "Home Page" of our teaching fde provides the user with a menu containing categeries to choose from or the cases may be viewed as unknowns. Each of our completed cases contains a brief medical history, several images, findings, a diagnosis, a discussion, and appropriate references. Conclusions: A fflrnless, on-line radiohigy learning file can be constructed with minimal computer hardware and software investment and has wider accessibility than traditional film based learning files. Improvements in speed of case presentation have resulted in increased resident usage.
hup://www.rad.uab.edu.
12-6 COMPUTER LITERACYOF RADIOLOGY RESIDENTS, Spencer B. Gay M.D., Gia A. DeAngelis M.D., University of Virginia Health Sciences Center, Charlottesville, VA Purpose; To assessthe computer skills of radiology residents for potential development of computer training in residency curriculum. Methods: A survey was constructed to evaluate computer skills in the resident. Surveyswere completed by 102 radiology residents from four academic institutions and were tabulated in a database. Results: 62% of residents surveyed considered themselves to be computer literate and 94% would like further computer training. 54% have a computer at home and 11% have a laptop. Almost all feel that they have access to a computer at work. Wordprocessing and medical literature searching)were the most common computer skills reported by residents. Image processing was the least common skill reported. Although all hospitals surveyed were connected to the internet, only 26% of residents used the internet and 13% used internet teaching files. Most residents felt that optimal training wo01d be in evening classes or self-paced training on an available computer during slack periods during the day via o local area network or on the intemet. Conclusion: Residents in radiology desire and could benefit from computer training included as part of an elective in the residency curriculum.
12-8 TITLE: Minimum Competency Practical Examination for First-Year Radiology Residents AUTHORS: Wanda K. Bcrnreuter. M.D.. Roben E. Kochlcr, M.D., Robert J. Stanley, M.D. PURPOSE: To test the readiness of first year radiology residents for night and weekend duty in the emergency department. METHODS: Sixty-r.hrcc cases were compiled covering the gamut of abnormalities a radiology resident is likely to encounter in the emergency room setting. Bone, chest and abdominal films were included, along with urologic contrast cxaminadens and head CT's. Tan percent of the cases were normal. The exam was first graded based on diffcrcariarion of normal from abnormal and on additional comments. The exam was separately scored according to the number of overt errors made, and the potential consequences of the errors. The cxamincc's results were ranked for each method. RESULTS: Rank order was very different for the two grading systems. All candidates passed the exam and none made life-threatening errors. The portent of the exam stimulated the first-year residents to study a body of information related to emergency department case material. CONCLUSIONS: Derailed knowledge of disease processes may not correlate with effective banctioning in the emergency room setting. A readiness exam is an excellent motivational tool toward night call preparation.
12-7 A FILMLESS RADIOLOGY LEARNING FILE FOR THE INTERNET, Chakri Inampudi. M_,_D.,T. L. Kamplain, J. K. Smith M.D., Ph.D., University of Alabama at Birmingham, Birmingham, AL Ptm~ose: Construct and demonstrate the utility of a computerized, filmlees radiology learning file accessible ever the world wide web (WWW). Methods: Our teaching file runs on a Macintosh PowerPC. The images to be used in the teaching file are transferred from CT, MRI, and Ultrasound machines over the local hospital network or digitized from 35ram slides using a slide scanner. Raw images are windowed, leveled, and cropped and then converted to Compuserve GII~ format. Text documents used in the teaching file are created in the standard HyperText Markap Language (HTML) format using a text editor. Results: The learning fde cmrenfly contains over 200 cases and is used regularly by our residents and has been accessed by radiologists as far away as Australia. We have incorporated user suggestions to attempt to optimize usability and speed of case presentation, two of the most often cited reasons for net using alectrohic leeming files. The "Home Page" of our teaching fde provides the user with a menu containing categeries to choose from or the cases may be viewed as unknowns. Each of our completed cases contains a brief medical history, several images, findings, a diagnosis, a discussion, and appropriate references. Conclusions: A fflrnless, on-line radiohigy learning file can be constructed with minimal computer hardware and software investment and has wider accessibility than traditional film based learning files. Improvements in speed of case presentation have resulted in increased resident usage.
hup://www.rad.uab.edu.
12-6 COMPUTER LITERACYOF RADIOLOGY RESIDENTS, Spencer B. Gay M.D., Gia A. DeAngelis M.D., University of Virginia Health Sciences Center, Charlottesville, VA Purpose; To assessthe computer skills of radiology residents for potential development of computer training in residency curriculum. Methods: A survey was constructed to evaluate computer skills in the resident. Surveyswere completed by 102 radiology residents from four academic institutions and were tabulated in a database. Results: 62% of residents surveyed considered themselves to be computer literate and 94% would like further computer training. 54% have a computer at home and 11% have a laptop. Almost all feel that they have access to a computer at work. Wordprocessing and medical literature searching)were the most common computer skills reported by residents. Image processing was the least common skill reported. Although all hospitals surveyed were connected to the internet, only 26% of residents used the internet and 13% used internet teaching files. Most residents felt that optimal training wo01d be in evening classes or self-paced training on an available computer during slack periods during the day via o local area network or on the intemet. Conclusion: Residents in radiology desire and could benefit from computer training included as part of an elective in the residency curriculum.
12-8 TITLE: Minimum Competency Practical Examination for First-Year Radiology Residents AUTHORS: Wanda K. Bcrnreuter. M.D.. Roben E. Kochlcr, M.D., Robert J. Stanley, M.D. PURPOSE: To test the readiness of first year radiology residents for night and weekend duty in the emergency department. METHODS: Sixty-r.hrcc cases were compiled covering the gamut of abnormalities a radiology resident is likely to encounter in the emergency room setting. Bone, chest and abdominal films were included, along with urologic contrast cxaminadens and head CT's. Tan percent of the cases were normal. The exam was first graded based on diffcrcariarion of normal from abnormal and on additional comments. The exam was separately scored according to the number of overt errors made, and the potential consequences of the errors. The cxamincc's results were ranked for each method. RESULTS: Rank order was very different for the two grading systems. All candidates passed the exam and none made life-threatening errors. The portent of the exam stimulated the first-year residents to study a body of information related to emergency department case material. CONCLUSIONS: Derailed knowledge of disease processes may not correlate with effective banctioning in the emergency room setting. A readiness exam is an excellent motivational tool toward night call preparation.