Evaluation of paediatric radiology services in hospitals in the UK

Halliday, K.; Drinkwater, K.; Howlett, D.C.

doi:10.1016/j.crad.2016.05.024

Cited by 14 publications

(9 citation statements)

References 5 publications

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“…Although there are fewer publications relating to AI applications for paediatric fractures than in adult imaging, these data have demonstrated that several solutions are being developed and tested with children in mind. Given the current crisis in the paediatric radiology workforce and restricted access to specialist services [ 60 – 65 ], an immediate, accurate fracture reporting service could potentially confer a cost-saving effect [ 66 ] and neutralise healthcare inequalities. Nevertheless, there were many limitations to the published literature.…”

Section: Discussionmentioning

confidence: 99%

Artificial intelligence for radiological paediatric fracture assessment: a systematic review

et al. 2022

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Background Majority of research and commercial efforts have focussed on use of artificial intelligence (AI) for fracture detection in adults, despite the greater long-term clinical and medicolegal implications of missed fractures in children. The objective of this study was to assess the available literature regarding diagnostic performance of AI tools for paediatric fracture assessment on imaging, and where available, how this compares with the performance of human readers. Materials and methods MEDLINE, Embase and Cochrane Library databases were queried for studies published between 1 January 2011 and 2021 using terms related to ‘fracture’, ‘artificial intelligence’, ‘imaging’ and ‘children’. Risk of bias was assessed using a modified QUADAS-2 tool. Descriptive statistics for diagnostic accuracies were collated. Results Nine eligible articles from 362 publications were included, with most (8/9) evaluating fracture detection on radiographs, with the elbow being the most common body part. Nearly all articles used data derived from a single institution, and used deep learning methodology with only a few (2/9) performing external validation. Accuracy rates generated by AI ranged from 88.8 to 97.9%. In two of the three articles where AI performance was compared to human readers, sensitivity rates for AI were marginally higher, but this was not statistically significant. Conclusions Wide heterogeneity in the literature with limited information on algorithm performance on external datasets makes it difficult to understand how such tools may generalise to a wider paediatric population. Further research using a multicentric dataset with real-world evaluation would help to better understand the impact of these tools.

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Section: Discussionmentioning

confidence: 99%

Artificial intelligence for radiological paediatric fracture assessment: a systematic review

et al. 2022

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“…It is logical that a shortage of paediatric radiologists results in reduced access to specialist expertise, which may result in errors. Not all hospitals have access to paediatric radiologists / neuroradiologists 24/7, not all radiologists relish this part of their work, and not all centres are able to refer externally for rapid second opinions [10]. NHS Trusts are not necessarily keen for external second opinion work to be undertaken, as it is not a core part of local service delivery, and there is a perception that this will lead to increased court work for their specialist radiologists (for which there is minimal time and financial recompense to the Trust).…”

Section: Network For Peer Supportmentioning

confidence: 99%

Paediatric radiology: child abuse imaging in the national spotlight

Arthurs

Oates

Halliday³

2021

Clinical Radiology

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“…Given the variability of undergraduate radiology education delivered in universities across the UK [13] and Europe [14], the fact that most junior doctors do not feel confident interpreting paediatric radiographs [3] with added workforce issues relating to both paediatric radiology [15], paediatric emergency services [16] and paediatric medicine [17], it is likely that having some exposure to paediatric radiology at an undergraduate level may prove beneficial in later medical practice [18]. As puzzles within an escape room are problem-based and require communication and team-working skillsconsidered intrinsic parts of the way in which adults learn [19], we hypothesised that this teaching method would lend itself well to an undergraduate paediatric radiology tutorial.…”

Section: Introductionmentioning

confidence: 99%

Feasibility of a paediatric radiology escape room for undergraduate education

et al. 2020

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Objectives: To develop a paediatric radiology themed escape room session for undergraduate education and secondly, to determine participant satisfaction and improvement in knowledge. Methods: A paediatric radiology escape room with accompanying tutorial was developed around key learning objectives set within the RCR and ESR undergraduate curriculum. Students were recruited from two different universities and undertook the escape room themed teaching. An 8-question single best answer (SBA) test was completed before, immediately after and at 2 weeks post-teaching to determine participant improvement and retention of knowledge. The general feedback was also collected. Results: The escape room sessions were held three times, for 19 students (6-7 students per session). All groups completed the escape room in ≤ 20 min. Students enjoyed the experience, assigning an average satisfaction score of 9.4/10 (range 7-10). The majority (17/19, 89.5%) preferred this method of teaching to a lecture-based tutorial alone, although all said they found the tutorial component useful. For the SBA test, there was an average increase in 3.6 marks (range 1-6 marks) per participant between before and after the escape room. This improved knowledge was mostly sustained after 2 weeks, with an average increase of 3.4 marks difference (range 1 to 6) per participant compared to before the teaching. Conclusions: A paediatric radiology themed escape room is a feasible teaching method, enjoyed by participants and associated with an increase in radiological knowledge. Further work with larger sample size and direct comparison with other traditional teaching methods is required.A paediatric radiology themed escape room is a feasible teaching method. Students enjoyed the escape room, and most preferred it over didactic lectures. Improvement in paediatric radiology knowledge was maintained after the teaching.

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Evaluation of paediatric radiology services in hospitals in the UK

Cited by 14 publications

References 5 publications

Artificial intelligence for radiological paediatric fracture assessment: a systematic review

Artificial intelligence for radiological paediatric fracture assessment: a systematic review

Paediatric radiology: child abuse imaging in the national spotlight

Feasibility of a paediatric radiology escape room for undergraduate education

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