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Published on: March 18, 2019
Assessing Medical Student Attentional Bias in Unicoronal Craniosynostosis: An Eye-Tracking Study
Ernest Chan1, Paul Hong2,3, Michael Bezuhly3,4
1Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada.
Insights
Medical students show attention biases when assessing children with unicoronal craniosynostosis (UCS). Their gaze patterns reveal potential educational gaps in craniofacial assessment, highlighting the need for targeted training.
Area of Science:
- Medical education
- Ophthalmology
- Pediatric surgery
Background:
- Unicoronal craniosynostosis (UCS) is a congenital condition requiring early diagnosis.
- Medical students' ability to accurately assess craniofacial anomalies is crucial for timely intervention.
- Objective assessment of diagnostic skills in medical trainees is essential for identifying educational needs.
Purpose of the Study:
- To objectively identify medical students' gaze patterns when assessing children with and without unicoronal craniosynostosis (UCS).
- To pinpoint potential diagnostic and educational gaps in medical students' assessment of UCS.
- To evaluate attentional biases in medical students' evaluation of craniofacial structures.
Main Methods:
- Utilized eye-tracking technology to record medical students' gaze patterns while viewing images of children with/without UCS.
- Quantified cumulative dwell times on specific facial interest areas (forehead, brow, eyes, nose, lower face, mouth, ears).
- Compared dwell times between images of children with UCS and control images.
Main Results:
- Students spent significantly more time on the brow and less on the nose when viewing UCS images.
- Increased dwell time was observed on the forehead contralateral to the fused suture in UCS images.
- Attentional biases were noted, with focus shifting in control images as well, indicating selective attention.
Conclusions:
- Medical students exhibit significant attentional biases when assessing children with UCS.
- Current assessment practices may overlook key asymmetries, indicating potential educational deficits.
- Targeted training in craniofacial assessment is necessary to improve diagnostic accuracy for UCS.
Abstract:
ObjectiveUsing a well-established measure of attention, we aimed to objectively identify medical students' gaze patterns when assessing children with/without unicoronal craniosynostosis (UCS) and identify potential diagnostic and educational gaps in their assessment.DesignMedical student participants viewed a series of images of children with/without UCS. Eye movements were recorded using a table-mounted eye-tracking device. Dwell times for 8 interest areas (forehead, brow, eyes, nose, lower face, mouth, left ear, right ear) were compared.ParticipantsThirty medical students (21 males, 9 females, mean age = 29.9 years old) were recruited from the local medical school.Main Outcome MeasureThe main outcome measure was the cumulative dwell times (milliseconds) participants spent within the 8 facial regions (forehead, brow, eyes, nose, lower face, mouth, left ear, right ear).ResultsParticipants spent significantly more time on the brow region (P < 0.001) and less on the nose region (P < 0.05) when viewing UCS images. Furthermore, there were significantly longer dwell times to the side of the forehead contralateral to the fused suture in UCS images (P < 0.05). In control images, participants focused more on the right side of the mouth (P < 0.05). No other significant differences in dwell times were observed.ConclusionThis study demonstrates that medical students exhibit attentional biases when viewing children with UCS and focus on only some of the asymmetries seen in UCS. These findings highlight potential educational gaps emphasizing the need for targeted training in craniofacial assessment.
