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Assessing Medical Student's Ability to Interpret Traumatic Injuries on Computed Tomography Before and After the Third
Brady Werth1, Barbara Nguyen1, Jeanette Ward2
1University of Kansas School of Medicine-Wichita, Department of Surgery, Wichita, KS.
Introduction:
Exposure to radiologic images during clinical rotations may improve students' skill levels. This study aimed to quantify the improvement in radiographic interpretation of life-threatening traumatic injuries gained during third year clinical clerkships (MS-3).
Methods:
We used a paired-sample prospective study design to compare students' accuracy in reading computed tomography (CT) images at the beginning of their third year clerkships (Phase I) and again after completion of all of their third year clerkships (Phase II). Students were shown life-threatening injuries that included head, chest, abdomen, and pelvic injuries. Overall scores for Phase II were compared with Phase I, as well as sub-scores for each anatomical region: head, chest, abdomen, and pelvis.
Results:
Only scores from students participating in both Phase I and Phase II (N = 57) were used in the analysis. After completing their MS3 clerkship, students scored significantly better overall and in every anatomical region. Phase I and Phase II overall mean scores were 1.2 ± 1.1 vs. 4.6 ± 1.8 (p < 0.001). Students improved the most with respect to injuries of the head and chest and the area of least improvement was in interpreting CT scans of the abdomen. Although improvements in reading radiographic images were noted after the clerkship year, students accurately diagnosed only 46% of life-threatening images on CT scan in the trauma setting.
Conclusions:
These results indicated that enhanced education is needed for medical students to interpret CT scans.