This study was conducted to establish clinicians' perspectives of a set of radiology curriculum topics for medical student teaching, which were held to be important by radiologists. A questionnaire was sent to clinicians in all specialties. Forty-six clinicians (51.1%) out of 90 returned the questionnaires. All curriculum topics were scored above an average of 4 (agree). The five highest ranking curriculum topics in order of importance were: developing a system for viewing chest radiographs (5.59), developing a system for viewing abdominal radiographs (5.56), developing a system for viewing bone and joint radiographs (5.33), distinguishing normal structures from abnormal in chest and abdominal radiographs (5.33) and identifying gross bone or joint abnormalities in skeletal radiographs (5.22). Correlative analysis between speciality groups showed surgical and medical specialities were significantly different in their responses of two learning outcomes: basic knowledge about the contrast media benefits and risks (P= 0.01) and ability to select the most appropriate and the most cost-effective methods of radiological investigations for clinical situations (P= 0.03). Acute specialities were not significantly different from the other two groups for these two learning outcomes. There was no statistically significant difference for other learning outcomes between the three speciality groups.
There are a number of well-accepted ways to measure risk sensitivity, with researchers often making conclusions about individual differences based on a single task. Even though long-standing observations suggest that how risky outcomes are presented changes people's behavior, it is unclear whether risk sensitivity is a unitary trait that can be measured by any one of these instruments. To directly answer this question, we administered three tasks commonly used to elicit risk sensitivity within-subject to a large sample of participants on Amazon Mechanical Turk. Our findings revealed high individual variability in each measure, with little evidence of consistency among different tasks: many participants who were classified as "risk-averse'' in one task were "risk-seeking'' in another, and we observed no significant correlations between continuous measures of risk sensitivity as measured in each of the tasks. Our results cast doubt on the pervasive assumption that risk paradigms measure a single underlying trait, and suggest instead that behavior in risky situations is the result of heterogeneous, interacting, and possibly task-dependent cognitive mechanisms.
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