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Titolo:
Effectiveness of the "Teaching the Teachers" diagnostic US training program
Autore:
Goldberg, BB; Schultz, SM; Baltarowich, O; Waldroup, L; Bogen, J; Veloski, JJ;
Indirizzi:
Thomas Jefferson Univ Hosp, Dept Radiol, Jefferson Ultrasound Res & Educ Inst, Philadelphia, PA 19107 USA Thomas Jefferson Univ Hosp Philadelphia PAUSA 19107 elphia, PA 19107 USA
Titolo Testata:
ACADEMIC RADIOLOGY
fascicolo: 11, volume: 8, anno: 2001,
pagine: 1159 - 1167
SICI:
1076-6332(200111)8:11<1159:EOT"TT>2.0.ZU;2-P
Fonte:
ISI
Lingua:
ENG
Soggetto:
MULTIPLE-CHOICE QUESTIONS; CLINICAL COMPETENCE; TESTS;
Keywords:
"Teaching the Teachers"; uncued examinations; ultrasound training;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Clinical Medicine
Citazioni:
13
Recensione:
Indirizzi per estratti:
Indirizzo: Goldberg, BB Thomas Jefferson Univ Hosp, Dept Radiol, Jefferson UltrasoundRes & Educ Inst, 132 S 10th St,7th Floor,Main Bldg, Philadelphia, PA 19107USA Thomas Jefferson Univ Hosp 132 S 10th St,7th Floor,Main Bldg Philadelphia PA USA 19107
Citazione:
B.B. Goldberg et al., "Effectiveness of the "Teaching the Teachers" diagnostic US training program", ACAD RADIOL, 8(11), 2001, pp. 1159-1167

Abstract

Rationale and Objectives. The "Teaching the Teachers" training program wasmeant to establish standardized ultrasound education programs worldwide, reaching the largest possible number of physicians. The authors performed this study to evaluate the results of this training. Materials and Methods. An open-ended test question format (ie, uncued testing) that would evoke responses from physicians in a manner ensuring the highest fidelity with a real clinical setting was selected. An examination was administered at the beginning and the end of the program and then again 6months later to assess baseline knowledge, changes in knowledge, and knowledge retention, respectively. Results. Scores on entry and end-of-program examinations were available for 112 participants. The mean entry test score was 35%, and the mean end-of-program examination score was 73%. All changes in scores were statisticallysignificant (P < .001) as determined with paired t tests. Follow-up examinations were available for 27 of the 112 participants at the time of the analysis. On these examinations, mean total test scores increased by nearly 4 percentage points. Although follow-up test scores were available for only 27 participants, these mean test scores were comparable to those reported for the entire group on the end-of-program examination. Conclusion. The examinations administered at the end of the 3-month program showed marked improvement compared with the baseline assessment. That this improvement remained stable over 6 months indicates the success of the educational process.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 31/03/20 alle ore 15:04:36