Development of RAD-Score: A Tool to Assess the Procedural Competence of Diagnostic Radiology Residents

Isupov, Inga; McInnes, Matthew D. F.; Hamstra, Stan; Doherty, Geoffrey P.; Gupta, Ashish; Peddle, Susan; Jibri, Zaid; Rakhra, Kawan; Hibbert, Rebecca

doi:10.2214/ajr.16.17173

Cited by 10 publications

(7 citation statements)

References 9 publications

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“…This is similar to other findings in the literature, with a study in the surgical literature finding that 90% of articles solely relied on generalizability to differentiate learners. 27 Internal structure is an easily testable domain with post-assessment calculation of reliability statistics, without need for extensive prior planning and was the third most commonly assessed domain, for example, a study developing an assessment tool for procedural evaluation 18 testing both item analysis and reliability measurements (rigor 2). Surprisingly, response process was often tested, which may be due to the prevalent use of inter-rater reliability calculations with new assessment tools.…”

Section: Discussionmentioning

confidence: 99%

“…Objective tools include Objective Structured Clinical Examinations (OSCEs), procedural checklist tools, American College of Radiology intraining exams, multiple choice examination platforms and licensing exams such as the Royal College of Physicians and Surgeons of Canada (RCPSC) or certification examinations such as the American Board of Radiology Core Examination. [16][17][18] Additional tools can include daily assessment of residents during review of cases or resident procedural logs.…”

Section: Introductionmentioning

confidence: 99%

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Diagnostic Radiology Residency Assessment Tools: A Scoping Review

Hibbert

Kontolemos

et al. 2021

Can Assoc Radiol J

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Purpose: The multifaceted nature of learning in diagnostic radiology residency requires a variety of assessment methods. However, the scope and quality of assessment tools has not been formally examined. A scoping review was performed to identify assessment tools available for radiology resident training and to evaluate the validity of these tools. Methods: A literature search was conducted through multiple databases and on-line resources. Inclusion criteria were defined as any tool used in assessment of radiology resident competence. Data regarding residents, evaluators and specifics of each tool was extracted. Each tool was subjected through a validation process with a customized rating scale using the 5 categories of validity: content, response process, internal structure, relations to other variables, and consequences. Results: The initial search returned 447 articles; 35 were included. The most evaluated competency being overall knowledge (31%), most common published journal was Academic Radiology (24%) ; evaluations were most commonly set in the United States (57%). In terms of validation, we found low adherence to modern integrated validity, with 34% of studies including a definition of validity. When specifically examining the 5 domains of validation evidence presented, most were either absent or of low rigor (70%). Only one study presented a modern definition of validation (3%, 1/35). Conclusion: We identified 35 evaluation tools covering a variety of competency areas. However, few of these tools have been validated. Development of new validated assessment tools or validation of existing tools is essential for the ongoing transition to a competency-based curriculum.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Diagnostic Radiology Residency Assessment Tools: A Scoping Review

Hibbert

Kontolemos

et al. 2021

Can Assoc Radiol J

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“…Most board examinations include Multiple Choice Questions and Short Cases. There is discussion about which type of exam is more effective when assessing trainees' competences, the oral or the CORE examination [7][8][9][10].…”

Section: Discussionmentioning

confidence: 99%

Implementation of the Clinically Oriented Reasoning Evaluation: Impact on the European Diploma in Radiology (EDiR) exam

Radiology¹

2020

Insights Imaging

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“…However, it is evident that a multipronged approach using simulation-based training, multisource feedback, validated assessment tools, and lifelong self-assessment methodology would offer better career-long results. [24] CONCLUSIONS Despite several agencies requiring continuous oversight and performance assessment of physician practice during and after postgraduate training, lack of evidence-based procedural competency standards affects most residency programs.…”

Section: Discussionmentioning

confidence: 99%

Procedural competency training during diagnostic radiology residency: Time to go beyond “See one, do one, teach one”!

et al. 2018

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Objectives: Achieving procedural competency during diagnostic radiology residency can impact the radiologist's future independent practice after graduation, especially in a private practice setting. However, standardized procedure competency training within most radiology residency programs is lacking, and overall procedural skills are still mainly acquired by the traditional "see one, do one, teach one" methodology. We report the development of a simple standardized procedural training protocol that can easily be adopted by residency programs currently lacking any form of structured procedural training. Materials and Methods: An ad hoc resident procedural competency committee was created in our radiology residency program. A procedural certification protocol was developed by the committee which was composed of attending radiologists from the involved divisions and two chief residents. A road map to achieve procedural competency certification status was finalized. The protocol was then implemented through online commercial software. Results: Our procedural certification protocol took effect in September 2014. We reviewed all resident records from September 2014 to December 2016. Eighteen residents of various levels of training participated in our training protocol. About 72% became certified in paracentesis, 11% in thoracentesis, 83% in feeding tube placement, 55% in lumbar puncture/myelogram, and 77% in tunneled catheter removal. Conclusions: Our single-center experience demonstrates that a simple to adopt structured approach to procedural competency training is feasible and effective. Our "certified" radiology residents were deemed capable of performing those procedures under indirect supervision. The following core competencies are addressed in this article: Patient care, medical knowledge, and systems-based practice.

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Development of RAD-Score: A Tool to Assess the Procedural Competence of Diagnostic Radiology Residents

Cited by 10 publications

References 9 publications

Diagnostic Radiology Residency Assessment Tools: A Scoping Review

Diagnostic Radiology Residency Assessment Tools: A Scoping Review

Implementation of the Clinically Oriented Reasoning Evaluation: Impact on the European Diploma in Radiology (EDiR) exam

Procedural competency training during diagnostic radiology residency: Time to go beyond “See one, do one, teach one”!

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