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Rationale and Objectives: This study was designed to analyze articles on radiologic education quantitatively and qualitatively, comparing those published in 1987-1997 with those published in 1966-1986., Materials and Methods: An initial literature search used four major databases to identify and retrieve articles related to radiologic education. Additional articles were identified through manual cross-checking of references from the original articles. All articles were reviewed by two radiologists as to type of article (editorial, expository, survey, correlational, or experimental, including preexperimental, quasi-experimental, or true experimental), statistics used (inferential or descriptive), educational emphasis (medical student, resident, postgraduate, or other), and topic of article (philosophical or political, technology, program evaluation, program description, examinations, or career decisions). Interrater agreement was estimated by means of the kappa statistic. A chi2 test for independence was used to assess whether the relative distribution of articles was similar for the two periods., Results: More articles per year were published in 1987-1997 (n = 12.6, P < .01) compared with 1966-1986 (n = 9.2). Articles pertinent to radiologic resident education predominated (50.7% vs 29.9% in the prior study, P < .01). In both periods, most articles were expository (37.7% vs 49.5%), and the most common topic was program description (34% vs 35%). Editorials decreased from 35.5% to 18.1%. Experimental studies accounted for 12.3%, increased from 8.7%. The fastest-growing topic of study was technology (30.4% vs 17.5%, P < .01)., Conclusion: The increased number of articles addressing radiologic education is encouraging. Although the percentage of experimental studies increased slightly in this period, there is still little empirical research in radiologic education.

Rationale and Objectives: The purpose of this study was to validate the effectiveness of a proven radiology-anatomy instructional module during I st-year gross anatomy courses at Emory University College of Medicine and the University of Iowa College of Medicine., Materials and Methods: This prospective study involved 108 Emory students and 177 Iowa students. The instructional content was the same at both institutions. Each student was randomly assigned into one of three groups at each institution, and each group received a unique, randomized, five-item pretest. All students were posttested as part of their gross anatomy laboratory examination, and the posttests consisted of all 15 items used in the three five-item pretests., Results: No statistically significant pretest effects were demonstrated by t tests. Posttest performances across items ranged from 73% to 96% correct for Emory students and 67% to 98% for Iowa students. Performance levels on the posttests were significantly higher than on pretests, and few significant differences were found in the performance of the two populations., Conclusion: The radiology-anatomy instructional module integrated into the gross anatomy courses for 1st-year Emory University and University of Iowa students was not instructor or institution dependent.

Rationale and Objectives: The authors' purposes were to determine if there are gender differences in the speed of promotion and/or academic productivity in academic radiology and if this situation had changed since a previous study was performed in 1987., Materials and Methods: Surveys were distributed to faculty members of academic radiology departments in May 1997. A total of 707 surveys were analyzed according to gender for time at rank for assistant and associate professor levels, in relation to publication rate, grant funding rate, and distribution of professional time., Results: There was no difference between genders in the time at assistant professor rank. Among all current professors, women had been associate professors longer than men, but there was no difference between genders for those who had been in academic radiology for less than 15 years. There was no gender difference at any rank in the rate of publishing original articles. There was no difference in funding rates, although men had more total grant support. Male associate professors reported spending more time in administration and slightly more time in total hours at work than did their female colleagues, and male professors spent slightly more time teaching residents. Otherwise, there is no difference in how men and women at any rank spend their professional time. There are, however, lower percentages of women in tenured positions and in the uppermost levels of departmental administration., Conclusion: The time at rank for men and women and their rate of publication appear to have equalized. Women still are underrepresented at the uppermost levels of departmental administration, however, and are less likely than men to hold tenured positions.

Rationale and Objectives: The authors' purpose was to determine the factors influencing the speed of promotion of academic radiologists., Materials and Methods: Three hundred forty-three surveys from faculty members of academic radiology departments with continuous academic careers were analyzed for time in rank at assistant and associate professor levels in relation to publication rate, grant funding rate, and distribution of professional time. Individuals promoted faster than the median time (6 years for assistant professors, 5 years for associate professors) were considered "fast track" and were compared with the remainder of the group., Results: At the assistant professor level, fast track individuals had significantly higher rates of total publications and original articles than did others. At the level of associate professor, fast track individuals had significantly faster rates of publication of original articles, but no significant difference existed in total publication rate. No significant difference was found in the rate of founding of fast track individuals and others. Those with funding were not more likely to be on a fast track than those without funding. Fast track individuals spent significantly more time in administration at the assistant professor level than did other faculty, but no other significant differences were discovered in time distribution at the assistant or associate professor level., Conclusions: The rate of publishing original articles at the assistant and associate professor levels and the rate of overall publication at the assistant professor level were the most important parameters in predicting speed of promotion.

Rationale and Objectives: To determine graduating medical students' perceptions of radiology and to document changes in their perceptions since they entered medical school., Materials and Methods: A survey questionnaire was distributed to 213 graduating students. Questions were similar to those answered by the same group of students as they entered medical school nearly 4 years earlier., Results: The survey was anonymously completed by 140 students. Seventy percent of students changed their choice of medical specialty since entering medical school. Factors with a major or important influence on specialty choice included intellectual excitement (96%), high patient contact (86%), opportunity for a good family life (72%), and regular hours (57%). Radiology was perceived to be a well-paid (89%), "high-tech" (86%) specialty with a healthy lifestyle (82%), regular hours (99%), and good family life (92%), but it was not perceived to offer high patient contact (1%) and was intellectually exciting to only 33% of students. This perception was unchanged from freshman year., Conclusions: This 4-year longitudinal study of a medical student class documents surprisingly little change in the perception of radiology throughout medical school. High patient contact and intellectual excitement, both factors of major or important influence on specialty choice, were thought to be lacking in radiology.

Performing a clinically unnecessary study can cost a practice money under managed care and capitation contracts. The American College of Radiology (ACR) has developed two tools to help radiology facilities practice cost-efficient medicine without sacrificing quality of care: appropriateness criteria and utilization analysis. Appropriateness criteria were established by the ACR Board of Chancellors in 1993 to help imaging facilities determine appropriate imaging studies; these were first published in 1995; a subsequent edition will be published in 1996 and annually thereafter. Development of the criteria was based on Agency for Health Care Policy and Research guidelines. A task force which clinical conditions and variants were to be studied. The task force then performed a literature search. Members then reviewed the literature and reached a conclusion about the appropriateness of the various procedures. Because capitated contracts require some knowledge of the utilization of services, the ACR formed the utilization analysis committee in 1994. Facilities submit utilization data on a quarterly basis to the ACR. The data is then combined into both regional and national databases. These databases report back to the participating facilities, which can then compare themselves with other groups. All such information is confidential and is used for peer review only. A practice that participates in utilization analysis can view its own contract analysis, particularly in capitated contracts. Since many managed care organizations will not do business with a practice that hasn't performed this type of analysis, utilization analysis can be a way of winning contracts. Utilization analysis can also be a way to identify and control the risks that a practice has with managed care contracts. It offers the means for measuring a practice's performance against regional and national databases, and identifies areas of weakness. A practice is then able to take action to improve its quality of care in those areas.

A survey was sent to urologists to assess their subjective evaluation of the post-void film in the intravenous urogram (IVU). Most of the urologists believed that the post-void film should be a routine part of all IVUs, particularly in men over forty years of age, and estimated that the film contributed useful information in 30 percent of cases. One hundred fifty IVUs were reviewed to assess the actual value of the post-void film in 119 different patients. In these patients, the postvoid film was seen to give unique information not available by history or films of the filled bladder in only 3 percent of the cases. Therefore, we conclude the post-void film should not be a routine part of every IVU, and should be obtained on an as-needed basis only.

The cost effectiveness of wrist fluoroscopy and arthrography was evaluated in patients with obscure wrist pain. Dynamic fluoroscopy was performed in 91 cases and was positive in 54 (59%). Radiocarpal arthrography was performed in 60 of these cases in which further information was desired. Arthrography increased the diagnostic yield to 62 of 91 cases (68%). Diagnoses included ligament and cartilage tears, and dynamic intercarpal instability. The cost per positive examination for fluoroscopy, based on total cost for fluoroscopy in 91 patients divided by number of positive cases, is $126. The cost per positive examination by arthrography alone is $377. When arthrography is done only when fluoroscopy is equivocal or negative, the cost per positive examination (fluoroscopy plus arthrography) drops to $280. Wrist arthrography is only cost effective if done after dynamic fluoroscopy fails to answer the clinical questions. When done together in this setting, the two procedures are most cost effective than arthrography alone. Based on current costs, conservative treatment of carpal instability costs about $1,500, and surgical therapy costs about $4,000. Thus, fluoroscopy and arthrography may further reduce the cost of management of obscure wrist pain by identifying those patients who would not benefit from surgical exploration.

A questionnaire was administered to 238 students at four institutions before and after a radiology clerkship to evaluate student attitudes regarding radiology as a career, radiologist expertise, and clerkship expectations. There was no statistically significant difference among the clerkships, although they varied in types of experience, geographic location, and size. After the clerkship, the students agreed more strongly that the radiologist should be involved in patient workup, screening of requests, interpretation of emergency room films, and consultations. A significant change in attitude could be identified after the four-week experience, indicating a desire for the radiologist to have a more active role as imaging consultant.

Michigan State University has a community-hospital-based clinical sciences curriculum. In the past, community program directors have determined radiology clerkship objectives. A survey regarding possible clerkship standardization was distributed to staff radiologists and clerkship coordinators. These radiologists were enthusiastic about standardization of the clerkship, and there was a broad consensus as to the basic elements of an effective clerkship. The university was seen as the source of minimum clerkship standards and of an objective method of evaluation. In response to these requests, basic guidelines for the clerkship have been established.

Current undergraduate medical education is criticized for not preparing physicians to be independent thinkers. The rapid development of new imaging techniques and the problem of escalating medical costs call for efficient patient management. The development of algorithms in imaging work-up of patient problems is an excellent example of problem solving or medical decision making. The senior elective in radiology at our institution incorporates this type of problem-solving session. Small groups (15-25 students) with faculty guidance discuss 5-6 common patient problems to develop an investigative plan in imaging. Algorithms are thus developed by the group, but not presented for memorization. Small changes are then made in the case history so that the students are forced to make new hypotheses and generate a modified algorithm. Correlative costs are included. Flexibility and initiative in development of patient management algorithms are stressed.

An algorithm was devised for the evaluation of patients with acute head trauma. The effectiveness of this strategy was tested with a retrospective chart review of 608 patients seen in a community hospital emergency room. The results of the algorithmic approach were compared to the original management of the patients. A financial savings of 65% was achieved and no significant intracranial pathology was missed using this approach.

In 1971, the American Board of Radiology dropped the requirement for at least one pre-radiology clinical year (PRCY) of training. However, requiring a clinical year for radiology residents remains a controversial issue. We reviewed 896 rotation evaluation forms involving 62 residents to see if a difference in performance could be detected between residents who entered training without or with at least one PRCY. Forty-five residents had no previous clinical training, whereas 17 had one or more PRCYs. No significant differences were detected in resident performance between non-PRCY and PRCY residents, nor were differences found by sex, age, presence of non-medical postgraduate degrees, or scores on the first part of the National Board of Medical Examiners. No study of PRCY versus non-PRCY residents can be adequately controlled; thus the failure to show a difference in performance must be interpreted with caution.

Objective evaluation of students frequently includes the utilization of multiple-choice test questions. Due to constraints on faculty time, however, the writing of these questions is usually completed quickly and somewhat haphazardly. The guidelines contained in this article were written to help radiologists produce better test questions for the purpose of improving the evaluation of clerkship students. The guidelines include choosing an item that is worth testing and has one definite answer, asking a single, clearly formulated question, avoiding true-false stems, being concise when writing the question, avoiding the use of negatives in the stem, avoiding using "all of the above" or "none of the above" as a response, avoiding subtle clues toward the keyed answer or away from the distractors, avoiding one-word definitions as responses, and placing the responses in logical or numerical order. A definition of terms used in the educational literature and a discussion of a quantitative evaluation of test questions are included.

Published scholarly activity pertaining to radiology education is relatively uncommon compared with an extensive clinical literature. To guide future radiology educational efforts in a time of changing priorities and practice patterns, the authors undertook an in-depth review and analysis of the existing radiology education literature covering the 20-year period from 1966 to 1986. A total of 194 articles was identified via a computerized literature search and manual cross-checking of cited references. Articles pertinent to medical student radiology education (36.6%) or radiology resident education (29.9%) predominated. The majority of published radiology education articles were editorials (35.5%) or expository in nature (49.5%). Surveys (5.1%) and experimental research (8.7%) comprised the balance. Although editorial opinions and personal reflections are important and valuable resources for radiology educators, a substantial lack of empirical research in radiology education exists. Additional knowledge in underdeveloped research areas is essential for future curriculum planning and development in radiology education.

The importance of evaluating medical student performance has been widely addressed in the medical education literature. Multiple-choice examinations are the preferred method of testing because they are easy to administer and score. Development of parallel or equivalent pre- and post-examinations provides objective information regarding actual knowledge gains by the students during the elective and points to strengths and weaknesses in the elective. This article provides information for developing the parallel multiple-choice questions for effective pre- and post-tests.