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Errors in radiographic interpretation made by veterinary students.

C R Lamb1, D U Pfeiffer, P Mantis

  • 1Department of Veterinary Clinical Sciences, The Royal Veterinary College, Hawkshead Lane, North Mymms, Hertfordshire AL9 7TA, UK. clamb@rvc.ac.uk

Journal of Veterinary Medical Education
|April 21, 2007
PubMed
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Final-year radiology students struggle with interpreting normal radiographs, frequently misidentifying them as abnormal. This highlights a need for improved teaching in radiographic anatomy and interpretation skills.

Area of Science:

  • Veterinary Radiology
  • Diagnostic Imaging Education

Background:

  • Effective teaching in veterinary radiology requires identifying specific student weaknesses.
  • Radiographic interpretation skills are crucial for accurate small-animal patient diagnosis.

Purpose of the Study:

  • To identify student weaknesses in radiographic interpretation for targeted teaching.
  • To analyze performance on normal versus abnormal radiographic interpretations.

Main Methods:

  • 96 final-year veterinary students completed one of three radiographic interpretation quizzes.
  • Quizzes included small-animal radiographs, signalment, and history.
  • Logistic regression analysis was used to evaluate quiz item scores.

Main Results:

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  • Students achieved a median score of 49%, with a wide range (23-80%).
  • Interpreting abnormal radiographs yielded higher scores than normal ones (OR 3.4, p < 0.001).
  • Skeletal radiographs were associated with lower scores (OR 0.75, p = 0.03), with normal canine stifle and pelvis radiographs being particularly challenging.

Conclusions:

  • Students demonstrated a significant tendency to over-interpret normal radiographs as abnormal.
  • This over-interpretation may stem from insufficient knowledge of radiographic anatomy or unrealistic expectations.
  • Findings suggest a need to focus teaching on differentiating normal radiographic findings in small-animal patients.