Outcomes of Incidental Lung Nodules With Structured Recommendations and Electronic Tracking

ObjectiveTo evaluate the impact of structured recommendations on follow-up completion for incidental lung nodules (ILNs).MethodsPatients with ILNs before and after implementation of structured Fleischner recommendations and electronic tracking were sampled randomly. The cohorts were compared for imaging follow-up. Multivariable logistic regression was used to assess appropriate follow-up and loss to follow-up, with independent variables including use of structured recommendations or tracking, age, sex, race, ethnicity, setting of the index test (inpatient, outpatient, emergency department), smoking history, and nodule features.ResultsIn all, 1,301 patients met final inclusion criteria, including 255 patients before and 1,046 patients after structured recommendations or tracking. Baseline differences were found in the pre- and postintervention groups, with smaller ILNs and younger age after implementing structured recommendations. Comparing pre- versus postintervention outcomes, 40.0% (100 of 250) versus 29.5% (309 of 1,046) of patients had no follow-up despite Fleischner indications for imaging (P = .002), and among the remaining patients, 56.6% (82 of 145) versus 75.0% (553 of 737) followed up on time (P < .001). Delayed follow-up was more frequent before intervention. Differences postintervention were mostly accounted for by nodules ≤8 mm in the outpatient setting (P < .001). In multivariable analysis, younger age, White race, outpatient setting, and larger nodule size showed significant association with appropriate follow-up completion (P < .015), but structured recommendations did not. Similar results applied for loss to follow-up.DiscussionConsistent use of structured reporting is likely key to mitigate selection bias when benchmarking rates of appropriate follow-up of ILN. Emergency department patients and inpatients are at high risk of missed or delayed follow-up despite structured recommendations.     

中国经肛全直肠系膜切除结构化培训尸体手术训练中学员表现分析

目的 分析参加经肛全直肠系膜切除（taTME）结构化培训尸体手术训练中学员表现。方法 针对2018年4月至2019年7月参加taTME结构化培训研讨会的学员，通过问卷调查获取数据，分析学员在尸体手术训练过程中各步骤的技术表现、术中困难及并发症以及术后标本直肠系膜完整度等结果。结果 共45名学员参加taTME结构化培训研讨会，其中39名学员返回问卷。荷包缝合方面，5名（12.8%）学员未能独立完成，7名（17.9%）学员需要经过两次或以上尝试来完成荷包缝合。在各方向直肠系膜间隙的切开分离过程中，85%～90%学员能在教员不同程度上的口头指导下亲自完成。最终标本直肠系膜完整性的评价中，系膜不完整的标本共5例（12.8%），系膜近乎完整的标本共18例（46.2%），系膜完整的标本共16例（41.0%）。术中并发症及遇到困难方面，18名（46.2%）学员进入错误间隙，1名（2.6%）学员出现直肠穿孔，4名（10.3%）学员出现荷包失败，2名（5.1%）学员出现尿道损伤。单因素分析发现只有学员培训前独立完成taTME手术的例数≥1例为术中不出现并发症的影响因素。结论 参加培训的学员在荷包缝合、直肠全层切开以及直肠系膜间隙的分离等各重要手术步骤中获得较为充足的亲自上手练习机会，较丰富的工作经验以及腹腔镜全直肠系膜切除术（TME），经肛门内镜微创手术（TEM）、经肛门微创手术（TAMIS）的手术经验并不能降低taTME手术经肛操作部分的术中并发症发生率。参加包含尸体手术训练的taTME结构化培训有助于降低术中并发症发生率并提高手术安全性。     

Chest Radiograph Reporting: Public Preferences and Perceptions

PurposeTo assess public preferences and perceptions regarding negative chest radiograph reports.MethodsUsing Amazon Mechanical Turk (Amazon Inc, Seattle, Washington), paid US English-speaking volunteers completed an 18-question survey. Participants were presented with the same two chest radiograph reports—one each in a freestyle and structured format—but randomized to one of four impression statements commonly used in our community. Participants were asked about content comprehension and confidence in the hypothetical interpreting radiologist.ResultsOver 15 days, 5,155 eligible participants completed the survey (of 6,363 respondents). Most reported prior chest radiography (68.9%) or any imaging (93.8%). Of those who underwent chest radiography, 77.6% reviewed their reports. Participants indicated structured reports were easier to comprehend (P < .001) but no difference in perceived confidence in the radiologist with freestyle versus structured reports (P = .21). No differences in comprehension were noted between different impressions with either freestyle (P = .077) or structured (P = .083) reports. Participants indicated higher confidence in radiologists when structured reports indicated “no acute disease” versus “unremarkable” (P = .049). When impressions stated “no acute disease,” participants indicated they would be more likely to do nothing, versus “negative chest” for which they indicated a higher likelihood of taking some action (P = .013, P = .04). Participant responses were similar for subgroups who previously underwent chest or other imaging and previously reviewed their imaging reports.ConclusionFor negative chest radiographs, structured reports are better comprehended by the public and less likely to prompt unnecessary follow-up. As patients increasingly access their medical records online, radiologist reporting should consider patient needs and behavior.     

Structured Risk Assessment Instruments: A Systematic Review of Implementation Determinants

Research-based structured risk assessment instruments (SRAIs) can improve violence risk assessment and clinical judgements in mental health and correctional services. Practical challenges of implementing SRAIs have led to calls for more research to understand the determinants influencing this process. Studies describing determinants for SRAI implementation in psychiatric, correctional, or community in-patient settings were systematically reviewed. Findings were analysed according to the Consolidated Framework for Implementation Research. A total of 11 studies were included. Four types of main implementation determinants were found: characteristics of the SRAI; users of the SRAI; inner setting; and process. Findings underscore the importance of applying a multifactorial approach to the implementation of SRAIs to address many different barriers and facilitators. More stringent research is needed to obtain more solid evidence of factors that impede or enable SRAI implementation, especially regarding patient perspectives and outer setting determinants. Constructing shared concepts of determinants across research fields could further aid information transferences.     

Development and psychometric testing of the 10-item satisfaction with Nursing Skill Examination: Objective Structured Clinical Assessment scale

The Objective Structured Clinical Examination (OSCE) or Assessment (OSCA) has traditionally been used in disciplines such as medicine and nursing, to assess students' competence to perform clinical skills safely in a simulated hospital environment. Despite its accepted use, a validated and reliable tool has yet to be developed and tested to assess students' perception of and satisfaction with this mode of assessment. This study developed and tested the psychometric properties of a brief Objective Structured Clinical Examination tool for assessing student perception that could have transferability across health education settings. The study used a cross-sectional survey design. Final year students (n = 727) enrolled in an undergraduate nursing program in Western Sydney completed the 10-item Satisfaction with Nursing Skill Examination: Objective Structured Clinical Assessment (SINE-OSCA) Scale in 2017. Exploratory factor analysis uncovered a one-component structure with component loading that ranged from 0.45 to 0.86. Cronbach's alpha of the SINE-OSCA was 0.91. Socio-demographic group comparisons revealed that respondents who were: i) male (p = 0.003); ii) non-native-born (p < 0.001); iii) non-English-speaking (p < 0.001); and iv) International (p = 0.001), reported higher satisfaction with clinical assessments, as measured by the SINE-OSCA scale. The SINE-OSCA scale demonstrates validity and reliability in identifying students who may have difficulty with this mode of clinical skill assessment.     

Pharmacy Students’ Perceptions and Performance on the Use of an Online Virtual Experience Tool for Practicing Objective Structured Clinical Examinations

Objective. To examine pharmacy students’ performance on and perceptions regarding the use of an interactive online tool for practicing to take objective structured clinical examinations (OSCEs).Methods. The Monash OSCE Virtual Experience (MOVE), an online module consisting of 20 pharmacy case scenarios with virtual patients, was piloted with final-year pharmacy students at Monash University campuses in Australia and Malaysia. A mixed methods approach that included reviewing user attempts and comparing grades, collecting student-administered questionnaires, and holding focus groups was used to examine students’ perception and performance.Results. More than 99% of all students attempted at least one online case scenario in preparation for their final in-person OSCE, and 81% attempted all 20 scenarios two or more times. Ninety percent of students at the Malaysia campus and 70% of students at the Australia campus reported that MOVE was a helpful study tool for their OSCE preparation. However, a raw comparison of user attempts and OSCE grades did not find a direct correlation between online module attempts and assessment grades. Self-administered questionnaire and focus group results indicated that MOVE prepared students for targeted and time-restricted history-taking and problem-solving skills. Overall, students perceived MOVE to be a useful learning tool and a less overwhelming learning experience than were face-to-face sessions. Nevertheless, students still preferred face-to-face OSCE practice with simulated patients over online practice with virtual patients.Conclusion. The Monash OSCE Virtual Experience was perceived by our students as a flexible and useful online learning aid in preparing for their final-year OSCE However, there was no direct correlation between online practice attempts and students’ exam grades.     

Exploring approaches to dietetic assessment of a common task across different universities through assessment moderation

Background

Assessment presents one of the greatest challenges to evaluating health professional trainee performance, as a result of the subjectivity of judgements and variability in assessor standards. The present study aimed to test a moderation procedure for assessment across four independent universities and explore approaches to assessment and the factors that influence assessment decisions.

Methods

Assessment tasks designed independently by each of the four universities to assess student readiness for placement were chosen for the present study. Each university provided four student performance recordings for moderation. Eight different academic assessors viewed the student performances and assessed them using the corresponding university assessment instrument. Assessment results were collated and presented back to the assessors, together with the original university assessment results. Results were discussed with assessors to explore variations. The discussion was recorded, transcribed, thematically analysed and presented back to all assessors to achieve consensus on the emerging major learnings.

Results

Although there were differences in absolute scores, there was consistency (12 out of 16 performances) in overall judgement decisions regarding placement readiness. Proficient communication skills were considered a key factor when determining placement readiness. The discussion revealed: (i) assessment instruments; (ii) assessor factors; and (iii) the subjectivity of judgement as the major factors influencing assessment.

Conclusions

Assessment moderation is a useful method for improving the quality of assessment decisions by sharing understanding and aligning standards of performance.