Performance in reading radiographs: does level of education predict skill?

Abstract

Introduction: Previous studies demonstrated lack of progress in electrocardiographic analysis skills with increasing levels of medical education. This study examined radiograph analysis skills, a similar cognitive task, across a range of educational experience: senior medical students (n = 23), family practice residents (n = 16), general practitioners (n = 41), and their family practice educators (n = 7).

Methods: Written records of diagnosis or descri@ion of abnormalities were used to detect skill in interpreting radiographs. The instrument was 12 sets of radiographs: 2 normal and 6 abnormal chest radiographs and 2 normal and 2 greenstick radial fractures.

Results: The mean score for correctly diagnosing all 12 sets of radiographs was 5.59 +/- 1.68, and the mean score for correctly diagnosing the 4 normal radiographs as normal and the abnormal radiographs us abnormal was 8.76 & 1.55. There was no statistically signifcant difference between the four groups of participants.

Discussion: Skill level in interpreting radiographs did not appear to improve with additional experiential training and may require a more formal educational approach to address this issue.