Research Priorities in the Utilization and Interpretation of Diagnostic Imaging: Education, Assessment, and Competency. (14th November 2015)

• Record Type: Journal Article
• Authors: Lewiss, Resa E.; Chan, Wilma; Sheng, Alexander Y.; Soto, Jorge; Castro, Alexandra; Meltzer, Andrew C.; Cherney, Alan; Kumaravel, Manickam; Cody, Dianna; Chen, Esther H.
• Is Part Of: Academic emergency medicine. Volume 22:Number 12(2015:Dec.)
• Page Start: 1447
• Page End: 1454
• Publication Date: 2015-11-14
• Subjects: Emergency medicine -- Periodicals; 616.02505
• DOI: 10.1111/acem.12833
• Languages: English
• ISSNs: 1069-6563

Abstract

Abstract: The appropriate selection and accurate interpretation of diagnostic imaging is a crucial skill for emergency practitioners. To date, the majority of the published literature and research on competency assessment comes from the subspecialty of point‐of‐care ultrasound. A group of radiologists, physicists, and emergency physicians convened at the 2015 Academic Emergency Medicine consensus conference to discuss and prioritize a research agenda related to education, assessment, and competency in ordering and interpreting diagnostic imaging. A set of questions for the continued development of an educational curriculum on diagnostic imaging for trainees and competency assessment using specific assessment methods based on current best practices was delineated. The research priorities were developed through an iterative consensus‐driven process using a modified nominal group technique that culminated in an in‐person breakout session. The four recommendations are: 1) develop a diagnostic imaging curriculum for emergency medicine (EM) residency training; 2) develop, study, and validate tools to assess competency in diagnostic imaging interpretation; 3) evaluate the role of simulation in education, assessment, and competency measures for diagnostic imaging; 4) study is needed regarding the American College of Radiology Appropriateness Criteria, an evidence‐based peer‐reviewed resource in determining the use of diagnostic imaging, to maximize its value in EM. In this article, the authors review the supporting reliability and validity evidence and make specific recommendations for future research on the education, competency, and assessment of learning diagnostic imaging.