Development of a Competency-Based Radiology Clerkship Using Categorical and Statistical Analysis of Assessment |
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| Affiliation: | 1. Assistant Professor, Department of Radiology and Imaging Sciences, Indiana University School of Medicine, Indianapolis, Indiana;2. Clinical Research Coordinator, Department of Radiology and Imaging Sciences, Indiana University School of Medicine, Indianapolis, Indiana;3. Professor, Department of Radiology and Imaging Sciences, Indiana University School of Medicine, Indianapolis, Indiana;1. Breast Imaging Section, Department of Radiology, ChristianaCare Helen F. Graham Cancer Center and Research Institute, Newark, Delaware;2. Breast Imaging Section, Department of Radiology, Fox Chase Cancer Center, Temple Health, Philadelphia, Pennsylvania;3. Biostatistics Facility, Fox Chase Cancer Center, Temple Health, Philadelphia, Pennsylvania;1. Michigan Medicine, Ann Arbor, Michigan;2. University of Massachusetts Memorial Medical Center, Worcester, Massachusetts;1. Resident, Division of Vascular and Interventional Radiology, Department of Radiology, Stanford University, Stanford, California;2. Resident, Division of Vascular and Interventional Radiology, Department of Radiology, Duke University, Durham, North Carolina;3. Medical student, Chicago Medical School, North Chicago, Illinois;4. Resident, Case Western Reserve University School of Medicine, Cleveland, Ohio;5. Associate Chair of Clinical Performance Improvement, Division of Vascular and Interventional Radiology, Department of Radiology, Stanford University, Stanford, California;1. Member, Board of Advisors, Baobab Studios, Redwood City, California;2. Russell H. Morgan Department of Radiology and Radiological Science, Johns Hopkins University School of Medicine, Baltimore, Maryland;3. Division Chief, Diagnostic Division, Department of Radiology, Johns Hopkins University School of Medicine, Baltimore, Maryland;4. Associate Division Chief, Diagnostic Division, Department of Radiology, Johns Hopkins University School of Medicine, Baltimore, Maryland;1. New York Institute of Technology College of Osteopathic Medicine, Glen Head, New York;2. Vice Chair for Health Policy and Practice, Department of Radiology and Imaging Sciences, Emory University School of Medicine, Atlanta, Georgia |
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| Abstract: | PurposeThe purpose was to create and analyze a competency-based model of educating medical students in a radiology clerkship that can be used to guide curricular reform.MethodsDuring the 2019 to 2020 academic year, 326 fourth-year medical students were enrolled in a 2-week required clerkship. An online testing platform, ExamSoft (Dallas, Texas), was used to test pre- and postinstruction knowledge on “must see” diagnoses, as outlined in the National Medical Student Curriculum in Radiology. Assessment analysis was used to compare the frequency with which the correct diagnosis was identified on the pretest to that on the posttest. At the end of the academic year, in addition to statistical analysis, categorical analysis was used to classify the degree of this change to uncover topics that students found most challenging.ResultsFor 23 of the 27 topics (85%), there was a significant improvement in diagnostic accuracy after instruction in the test curriculum. Categorical analysis further demonstrated that the clerkship had a high impact in teaching 13 of the 27 topics (48%), had a lower impact for 6 topics (22%), and identified the remaining 8 topics (30%) as gaps in teaching and learning.ConclusionsFor medical students, our instructional program significantly increased competency for most critical radiologic diagnoses. Categorical analysis adds value beyond statistical analysis and allows dynamic tailoring of teaching to address gaps in student learning. |
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| Keywords: | Competency-based medical education curriculum reform data analytics medical student radiology clerkship |
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