Radiology faculty evaluation: bi-institutional implementation of an experimental appraisal instrument

RATIONALE AND OBJECTIVES: The authors evaluated the reliability and validity of an experimental radiology faculty appraisal instrument. MATERIALS AND METHODS: Residents from the University of Wisconsin (UW) and Indiana University (IU) were asked to use a previously developed behaviorally based, 53-item experimental faculty appraisal instrument. Twenty UW residents evaluated 29 UW faculty members and 37 IU residents evaluated 31 IU faculty members by using the experimental instrument. Residents also evaluated faculty by using their institution's existing appraisal instrument. RESULTS: Correlations between existing and experimental forms were .69 and .87 for UW and IU, respectively. Existing form reliabilities were .89 and .94 and experimental form reliabilities were .98 and .98 for UW and IU, respectively. Experimental form length was reduced to 30 items by eliminating the questions that correlated the least with section scores. Reliabilities of scores on the shortened form were .97 and .98 and correlated .65 and .88 with scores on the longer form for UW and IU, respectively. CONCLUSION: Ratings obtained with the existing forms correlated substantially with the experimental form, attesting to the experimental form's validity. Shortening the experimental form had a minimal effect on the reliability and validity of the data obtained. The behavior-based form was used to rate behaviors that residents believed discriminated between effective and ineffective instructors, enabling an objective and relevant assessment to be made.     

Relative importance of aptitude and prior domain knowledge on immediate and delayed posttests.

Two groups of college students were given a pretest covering basketball knowledge and asked to read a passage about basketball history. One group (IDP) took an immediate posttest of 27 items and a delayed posttest 1 wk later of the original items and 27 new items. The 2nd group (DPO) took only the delayed posttest of 54 items. Finally, a control group simply took the pretest and the 54-item posttest and scored at chance level on the posttest. Correlational analyses determined that, for the IDP group, pretest scores were significantly related to the immediate posttest. For the delayed posttest, both Scholastic Aptitude Test—Verbal subtest and pretest scores accounted for significant and unique portions of the variance. The latter results were replicated for the DPO group. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A formal curriculum in breast imaging for radiology residents

RATIONAL AND OBJECTIVES: Training in breast imaging is highly variable among radiology programs. The authors have developed a standardized breast imaging curriculum for radiology residents. METHODS: This curriculum has been implemented within the residency program at the University of North Carolina at Chapel Hill. It includes nine standardized components: 1) the clinical activities of the service; 2) the study of breast imaging teaching file films and contribution of new cases; 3) selected readings; 4) formal discussion with faculty on the readings; 5) review of this material using an interactive computer program; 6) formal conferences; 7) technical and quality control activities; 8) research activities; and 9) an evaluation. The participating residents have been surveyed regarding their opinions of their educational experience. RESULTS AND CONCLUSION: The standardized curriculum has been well received by the participating residents. Conclusions about the educational efficacy of such a curriculum cannot be made until more residents have used it.     

A randomized study of a pH sensor feeding tube vs a standard feeding tube in patients requiring enteral nutrition

RATIONALE AND OBJECTIVES: A survey of chief residents of academic radiology programs is conducted annually on behalf of the American Association of Academic Chief Residents in Radiology (A3CR2). Data are obtained to improve the training of diagnostic radiology residents and to increase the understanding of radiologists and their associates about issues of interest to radiologists in training. METHODS: Questionnaires were mailed to 133 accredited programs in the United States and Canada. A wide variety of demographic and common interest questions were asked. The analysis took into account geographic location of the responders and the size of the residency program. Comparisons were made to the data from prior years. RESULTS: Completed surveys from 93 programs (70%) were returned. The percentage of women residents is increasing. Important regional and size variations exist in several areas including salary, workload, prior clinical training, resident/fellow ratios, post residency plans, and call schedules. Although many chief residents feel knowledgeable about the health care system, opinions about the future of radiology and medical care are tentative. CONCLUSIONS: This survey provides important demographic information about academic radiology residency programs. The summary information regarding plans for fellowship training, resident call schedules, and opinions about socioeconomic issues may be useful for chief residents, program directors, and departmental chairmen.     

A test of subliminal symbiotic activation as a means of alleviating depression.

Thirty-six depressive subjects were randomly assigned to one of three treatment groups. Group 1 subjects received 60 subliminal presentations of a slide of two figures and the words MOMMY AND I ARE ONE for male subjects and DADDY AND I ARE ONE for female subjects. Group 2 subjects received 60 subliminal slide presentations of a single figure with the words PEOPLE ARE WALKING. Group 3 subjects did not receive a slide. A pretest and posttest Beck Depression Inventory was administered to assess depression increase or decrease. The "subliminal" therapy was carried out over four different sessions. The data show that Group 1 subjects significantly reduced depression scores from pretest to posttest, whereas the subjects in Groups 2 and 3 did not reduce depression scores. Discussion is centered on comparisons of the data with past findings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The influence of the pretest on order effects in persuasive communications.

136 college students were assigned to 12 experimental groups arranged to examine the effects of taking an opinion pretest questionnaire and of delay of responses to a final posttest questionnaire. In other words order effects in opinion change were studied with opposed arguments used as the communications. The topic of the communication was Nikita Khrushchev. The results indicated a clear primary effect for groups not first exposed to a pretest. Primacy effects were also evident in groups where the delay between pretest and posttest was greatest. All other groups failed to yield directional effects of any kind. The relation of these results to the "set" hypothesis is then discussed. A 3-month follow up failed to yield a sufficient enough return of original Ss to draw other than highly tentative conclusions about the duration of order effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of a verbal mediation strategy on cognitive processes in mathematics learning.

Hypothesized that the use of verbal rhymes (the form of mnemonics used) would facilitate learning and recall of mathematics computations and problem solving among 100 Japanese 7th graders. A pretest, posttest, and delayed posttest crossover design was employed to control for contamination between experimental and control groups and potential school and teacher effects. Ss received mathematics instruction for 10 wks on monomials, polynomials, equations, inequalities, and problem solving. Experimental Ss were taught with the aid of verbal rhymes. Results show no pretest differences between groups, but significant differences favoring experimental Ss on both the immediate and delayed (2-wk) posttest. It is concluded that the hypothesis was supported. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Eosinophilic lung disease associated with Candida albicans allergy

PURPOSE: We evaluate the effect of the provision of postgraduate educational material on improving practitioner knowledge base during a 3-year period. MATERIALS AND METHODS: A total of 210 urologists were provided 67 monographs in a 2-year period. They were given a pretest before and posttest 1 year after receipt of all monographs. RESULTS: There was significant improvement in posttest scores for the group as a whole. Improvement correlated with years post-training and number of monographs read. Multivariate analysis revealed the number of monographs read was the only independent predictor of outcome. CONCLUSIONS: Although the improvement in test scores was significant and did correlate with the postgraduate educational material read, it was modest. This finding raises significant concerns about the usefulness of this format for graduate medical education.     

Contribution of pretesting to several measures of semantic desensitization effectiveness.

32 snake- or spider-phobic Ss were randomly assigned to 1 of 4 groups: pretest–posttest therapy, posttest-only therapy, pre–post control, or post-only control. Ss receiving semantic desensitization therapy showed less posttest anxiety on the semantic differential than controls regardless of testing condition. However, therapy Ss demonstrated less anxiety on a fear survey, a fear thermometer, and a behavioral approach test only in the pretest–posttest condition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Modification of concept identification performance in older adults.

A sequential training procedure combining operant and cumulative learning hierarchy principles was found effective in reducing the decrement in concept identification performance typically observed in older adults. 20 male and 20 female Ss aged 63-83 yrs were given a pretest and posttest, each involving a 3-category unidimensional concept identification problem. The training and reinforced-training Ss were given 3 training sessions between pretest and posttest. Training involved a programmed learning sequence designed to facilitate the development of an effective solution strategy. Control Ss were given only the pretest and posttest, while practice Ss were given 3 additional practice sessions. Substantial improvement was found in both the training and reinforced training groups, but only slight improvement obtained in the practice and control groups. Results are consistent with recent conceptions of cognitive and intellectual development in the older adults in which performance deficits are largely attributed to experiential factors. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Average thresholds in the 8 to 20 kHz range in young adults

RATIONALE AND OBJECTIVES: The Comprehensive Clinical Assessment (CCA) examination at the University of Michigan Medical School is a series of test stations through which the mastery of clinical skills is evaluated. The purpose of this study was to determine whether student performance on the radiology station improved in years when radiology faculty presented case-of-the-week unknowns to the 3rd-year students. MATERIALS AND METHODS: The authors compared four separate classes of medical students in examination years 1993, 1994, 1995, and 1996 by using the total CCA examination score, the radiology station score, and radiology station pass/fail rates. Radiology case-of-the-week presentations were given by the radiology faculty only in academic years 1993-1994 and 1994-1995 (examination years 1994 and 1995). RESULTS: The means and standard deviations of the radiology station scores for the examination years when case-of-the-week presentations were not given, 1993 and 1996, were 78.92 +/- 13.62 and 79.76 +/- 13.62, respectively. In the years case-of-the-week presentations were given, 1994 and 1995, the radiology station scores averaged 90.83 +/- 8.58 and 89.97 +/- 9.66, respectively (P < .001, global alpha = .05). Total CCA percentage correct scores were similar for all years studied. In 1993 and 1996, 7.6% and 5.3% of students, respectively, failed the radiology station. In 1994 and 1995, 0.4% and 0% of students, respectively, failed (P < .0001). CONCLUSION: Case-of-the-week presentations by radiology faculty increased 3rd-year students' basic radiologic knowledge as evidenced by increased scores on the radiology station of the CCA examination.     

Effects of modeling, rehearsal, feedback, and remediation on acquisition of a counseling strategy.

Assessed the effects of 4 primary components of the microcounseling training model on the acquisition of a counseling strategy. The 4 training components investigated were (a) written and video models, (b) role-play practice, (c) peer feedback, and (d) role-play remediation practice. 40 beginning graduate students in counseling were assigned randomly to the following 4 treatment conditions: modeling; modeling and practice; modeling, practice, and feedback; and modeling, practice, feedback, and remediation. Written pretest, posttest, and retention test measures and posttest and retention test role-play interview measures were obtained of the dependent variable—the developing goals counseling strategy. Results show that, on the written measures, the performance of all 4 groups increased significantly from pre- to posttest and from pretest to retention test. A 1-way ANOVA revealed that all groups performed equally well on the posttest role-play interview. A repeated measures ANOVA on the role-play posttest and retention interviews indicated no significant differences between treatment groups or across trials. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of alcohol on perceptual field dependence.

The stability of perceptual field dependence, as determined from rod-and-frame test (RFT) performance, when alcohol is ingested by nonalcoholic Ss was investigated. Ss randomly assigned to the experimental (Alcohol) and the control (No Alcohol) groups were found not to differ significantly on pretest RFT scores. A significant increase in perceptual field dependence occurred on the posttest for the Alcohol group, while the No Alcohol group showed no significant change. The difference between the change scores for the 2 groups was significant at p     

Comparison of static and dynamic assessment procedures and their relation to independent performance.

Relationships between pretraining skills, ease of learning, and later posttest performance were assessed in both spatial (i.e., block design) and verbal (i.e., similarities) task domains. Eighty-four preschool children (M?=?4 years 11 months, range?=?4 years 0 months to 5 years 6 months) were given pretests, training, and posttests on block design and similarities tasks. Two measurement models and four structural models were tested to determine (a) if pretest, learning and posttest performances were domain specific, and (b) if paths from both pretests and learning assessments were needed to predict posttest performance. The measurement model that fit the data maintained separate verbal and spatial domains. The structural model that best fit the data included paths from both pretest and learning assessments to posttest performances within each domain. Thus, L. S. Vygotsky's (1978) claim that pretest and learning assessments together are better indicators of an individual's ability than either measure alone was supported. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Profiling the differences in students' knowledge, interest, and strategic processing.

The purpose for this research was threefold: to determine whether distinct and informative student profiles would emerge from knowledge, interest, and strategy measures specific to educational psychology; to compare these profiles with prior studies; and to explore changes in student profiles across an academic semester. As a result of cluster-analytic procedures, 3 distinct groups of participants emerged at pretest, and 4 emerged at posttest. One of the profiles that remained fairly consistent from pretest to posttest was the Learning-Oriented cluster. Students fitting this profile began the semester with the highest means in interest and strategic processing and with a moderate level of domain knowledge. By the end of the semester, this cluster obtained the highest means also on the domain knowledge test. Yet, the largest cluster at posttest seemed unable or unwilling to learn from demanding exposition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A multicenter study to improve emergency medicine residents' recognition of intracranial emergencies on computed tomography

STUDY OBJECTIVE: Cranial computed tomography (CT) has assumed a critical role in the practice of emergency medicine for the evaluation of intracranial emergencies. Several recent studies have documented a deficiency in the emergency physician's ability to interpret these studies. The purpose of this study was to quantify the baseline ability of emergency medicine residents to interpret cranial CTs, and to test a novel method of cranial CT interpretation designed for the emergency physician in training. METHODS: A standardized pretest was administered to assess baseline ability to interpret CT scans. A standardized posttest was given 3 months after the course. Each test consisted of 12 CT scans with a short accompanying history. All scans were validated by 3 expert reviewers for difficulty and diagnosis. A 2-hour course based on the mnemonic "Blood Can Be Very Bad" was then administered. "Blood" reminds the examiner to search for blood, "Can" prompts the examiner to identify 4 key cisterns, "Be" denotes the need to examine the brain, "Very" prompts a review of the 4 ventricles, and finally "Bad" reminds the examiner to evaluate the bones of the cranium. RESULTS: Eighty-three residents at 5 institutions were initially examined. The mean percentage correct before the course was 60% (95% confidence interval [CI] 58%-64%) on the standardized pretest. At retesting 3 months after the course, the accuracy rate increased to 78% (n=61, 95% CI 75%-81%, P<.001 paired t test). CONCLUSION: Emergency medicine residents are deficient in their ability to interpret cranial CT scans. A novel educational course was demonstrated to significantly improve this ability.     

Effects of time-in-clinic, clinic setting, and faculty supervision on the continuity clinic experience

STUDY OBJECTIVE: To evaluate the effects of setting, type of supervision, and time in clinic on the resident continuity clinic experience. DESIGN: Prospective cohort with preintervention and postintervention measures. SETTINGS: Pediatric residents selected one of three clinic settings for their continuity clinic experience. These included a traditional, university-based clinic, private practice offices, and publicly funded community-based clinics. SUBJECTS: All pediatric residents at the University of Utah Health Sciences Center, July 1985 through June 1991. INTERVENTIONS: Using varied clinic sites, matching residents one or two to one with preceptors for their continuity clinic, increasing continuity clinic from 1 to 2 half-days per week. MEASUREMENTS AND MAIN RESULTS: Residents in private offices had the most varied experience, seeing more patients, more acute care, and a broader age range of patients than residents at other sites. They were more likely both to be observed by their preceptors during patient visits and to observe their preceptors delivering care. Because the number of patients seen per session rose, increasing continuity clinic time from one to two half-days per week more than doubled the number of patients seen per week. Increased time away from hospital did not affect scores on the Pediatric In-Training Examination. While test scores were similar for incoming residents, those in private offices scored higher on the final Behavioral Pediatrics Examination (P < .05). CONCLUSIONS: Clinic setting, time in clinic, and faculty supervision affect the quality of the continuity clinic experience. Increased time in clinic resulted in a broader exposure to patients. Residents placed in private offices had a more varied patient mix, were more closely supervised, and seemed to gain primary care skills more rapidly than residents at other sites.     

Evaluation of student performance in a multi-site clinical clerkship

A method for examining the equivalency of student performance in multi-site clinical clerkships is presented. Six student performance variables within the clerkship are explored: pretest, posttest, oral examination, presentation of a subject review, general clinical performance, and patient write-ups. Student achievement on two external examinations (a University of Washington School of Medicine third-year comprehensive examination and the Part II examination of the National Board of Medical Examiners) is reviewed and compared. This method applied to an obstetrics and gynecology clerkship at the University of Washington reveals no significant differences in student performance among sites on the pretest, oral examination, and both external examinations, but there were differences on four internal measures (posttest, presentations, write-ups, and clinical ratings). The use of this information for clerkship improvement and faculty development is described.     

Cognitive strategies, experimenter modeling, and expectation in the attenuation of pain.

Obtained verbal reports of pain from 120 female undergraduates during a base-level pretest and also during a posttest conducted under 1 of several experimental treatments. The pain stimulus was a heavy weight applied to a finger for 2 min. During the posttest, Ss who had been asked to utilize cognitive strategies for reducing pain (i.e., to imagine pleasant events or to imagine the finger as insensitive) showed a reduction in pain as compared to uninstructed control Ss. Ss led to expect a reduction in pain, but not provided with cognitive strategies, also showed reduced pain during the posttest compared to controls, but the reduction was smaller than for Ss using cognitive strategies. An E modeling procedure, used with half of the Ss under each experimental treatment, was effective in reducing verbal reports of pain only for Ss with high pretest levels who were asked to imagine pleasant events. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Algorithms in spelling instruction: The orthography of Dutch verbs.

In a large-scale field experiment aimed at improving spelling instruction in Dutch schools, the effectiveness of a newly developed algorithmic teaching method was compared with the conventionally and commonly used analogy approach. More specifically, the experiment was concerned with the most difficult aspect of Dutch orthography: the complex rules of verb orthography. Essential to the algorithmic approach was the development of a spelling algorithm for writing Dutch verbs correctly. The design of this algorithm was inspired mainly by the work of Landa. Instruction was given over a period of 7? months. On a posttest the algorithmic condition group outperformed the analogy group by 10%. Compared with its performance on the equivalent pretest, the analogy group showed hardly any progress in learning results. The results obtained proved to be stable over time: On a retention test, administered 2? months after the posttest, pupils in the algorithmic condition group still performed 8% better. In the discussion the results are evaluated, and suggestions are made for possible application of algorithmization to related problems in the English language area, particularly to the acquisition of grammatical skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)