Promoting Educational Innovation: Lessons From the Request for Proposals for ACR Appropriateness Criteria® Usage in Medical Education

Pediatric radiologist-driven didactics for a pediatric residency program: a quality initiative

BACKGROUND

Pediatric residents exhibit knowledge gaps in appropriateness of imaging utilization.

OBJECTIVE

This study evaluates the value of radiologist-driven imaging education in a pediatric residency program. The primary goals of this educational program were to provide pediatric residents with resources such as the American College of Radiology Appropriateness Criteria, support optimal resource utilization and patient care, increase resident understanding of radiation risk, and determine the value of integrating radiologists into pediatric education.

MATERIALS AND METHODS

A needs assessment was performed in which the chief residents of a large pediatric program were surveyed. The consensus of chief residents was that a four-part lecture series delivered by a pediatric radiology fellow would be beneficial to the pediatric residents. Topics included general radiation risk as well as basic imaging topics in the chest, abdomen, neurological system, extremities and vasculature. Each lecture integrated appropriate ordering, ALARA (As Low As Reasonably Achievable)/Image Gently, and basic image interpretation. Residents were asked, using a Likert scale, to rate their understanding of radiation risk, the ACR Appropriateness Criteria, and other topics of interest before and after each lecture. Pediatric residents were given a 10-item quiz before and after the lecture series to assess their knowledge regarding the best test to order in clinical scenarios.

RESULTS

The average pre-lecture score for knowledge of radiation risk was 3.27 (95% confidence interval [CI]: 3.02-3.51) out of 5, which improved to 4.27 (95% CI: 4.09-4.57) post-lecture. There was an increase in understanding of ACR appropriateness, with pre-lecture rating of knowledge increasing from 1.91 (95% CI 1.54-2.29) out of 5 to 3.61 (95% CI 3.33-3.90) post-lecture. The residents averaged 82.7% (95% CI 77.3%-88.1%) on the appropriateness pre-test and 93.8% (95% CI 90.3%-97.2%) on the post-test. Residents provided positive feedback upon conclusion of the program and reported a beneficial effect on their education.

CONCLUSION

A radiologist-driven lecture series in a pediatric residency can improve resident understanding of appropriate ordering practices and radiation risk. Radiologist participation in pediatric residency training is well-received.

Teaching cost-conscious medicine: impact of a simple educational intervention on appropriate abdominal imaging at a community-based teaching hospital

BACKGROUND

Rising costs pose a major threat to US health care. Residency programs are being asked to teach residents how to provide cost-conscious medical care.

METHODS

An educational intervention incorporating the American College of Radiology appropriateness criteria with lectures on cost-consciousness and on the actual hospital charges for abdominal imaging was implemented for residents at Scripps Mercy Hospital in San Diego, CA. We hypothesized that residents would order fewer abdominal imaging examinations for patients with complaints of abdominal pain after the intervention. We analyzed the type and number of abdominal imaging studies completed for patients admitted to the inpatient teaching service with primary abdominal complaints for 18 months before (738 patients) and 12 months following the intervention (632 patients).

RESULTS

There was a significant reduction in mean abdominal computed tomography (CT) scans per patient (1.7-1.4 studies per patient, P < .001) and total abdominal radiology studies per patient (3.1-2.7 studies per patient, P  =  .02) following the intervention. The avoidance of charges solely due to the reduction in abdominal CT scans following the intervention was $129 per patient or $81,528 in total.

CONCLUSIONS

A simple educational intervention appeared to change the radiologic test-ordering behavior of internal medicine residents. Widespread adoption of similar interventions by residency programs could result in significant savings for the health care system.

Evaluation of resident familiarity and utilization of the ACR musculoskeletal study appropriateness criteria in the context of medical decision support

The American College of Radiology (ACR) Appropriateness Criteria was compiled as a set of evidence-based guidelines to aid both radiologists and referring physicians in making efficient use of imaging resources. In our study, only 60% of residents knew how to obtain a copy of the ACR Appropriateness Criteria, and 90% were unaware of its contents. The overall mean score in a Medical Decision Support Competency Quiz was less than 60%. We propose that there is a clear need for the formal implementation of the ACR Appropriateness Criteria within our radiology training programs. Residents should be better familiarized with its contents so as to improve medical decision support to clinicians, technologists, and radiologists alike.

Development and implementation of a systems-based practice project requirement for radiology residents

RATIONALE AND OBJECTIVES

Radiology residents must now participate in a learning activity that involves identification and analysis of system errors and implementation of potential solutions. Evidence of participation must be documented in the resident's learning portfolio.

MATERIALS AND METHODS

An activity based on adult learning principles was designed for residents to increase their knowledge of health care systems and problems; gain experience in writing a proposal, conducting an investigation, and reporting results; organize and present information in a supportive environment; and document participation in their portfolio. Postgraduate year 2 residents identify a systems problem. A written proposal is required and must include a "plan" that includes a hypothesis, a methods section that explains what they will "do" as an intervention, a "study" that involves collection and analysis of relevant data, and a systems change or "act." Proposals approved by the program director are presented to the radiology department. Residents complete projects, evaluate their effectiveness, and present their results by spring of postgraduate year 3.

RESULTS

Goals, objectives, and guidelines were written. Assessment tools were identified. From 2006 to 2008, nine projects were proposed and conducted by 12 residents. Local and national systems issues were selected, and interventions involved residents, faculty, and medical students. A timeline was imposed to promote sustained effort.

CONCLUSION

Opportunities of daily work can be used to teach and learn systems-based practice concepts. Residents can use the scientific method to test effects of change on health care systems. Relevant and practical projects enable residents to learn while improving their clinical and learning environments.

[Referral guidelines in diagnostic imaging]

This article describes the causes and motivations for the introduction of referral guidelines for diagnostic radiology. Guidelines are not intended to serve as directives, but as a concept for good practice and as a basis for discussion and communication between prescribers and practitioners of radiological examinations. Although not all questions about the most effective way of implementation have been solved, it has been shown that referral guidelines serve as a means of avoiding unnecessary x-ray examinations and therefore represent an important tool within a comprehensive concept of radiation protection.