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Assessing Radiology Resident Reporting Skills¹

¹ From the Education and Research Institute, Department of Radiology, Indiana University, 714 N Senate Ave, Suite 100, Indianapolis, IN 46202. Received August 6, 2001; revision requested September 28; final revision received March 28, 2002; accepted June 24. Address correspondence to K.B.W. (e-mail: kenwilli@iupui.edu).

PURPOSE: To develop an Objective Structured Clinical Examination for assessing the reporting skills of radiology residents.

MATERIALS AND METHODS: The approach used in this study derives from performance-based assessment, that is, tests in which actual performance of a skill is observed and measured. For this task, 29 radiology residents and five faculty members (n = 34) independently dictated reports regarding a set of 20 cases with radiographs in 1 hour. The task was performed in a controlled environment. Data were analyzed by using analysis of variance and tests for linear trends, with the expectation of increasing performance with increasing experience.

RESULTS: Significant relationships were observed between subjects’ experience and the mean number of cases completed (F = 4.46, P = .006), the mean number of well-specified impressions (F = 5.84, P = .001), and the mean number of urgent or discrepant findings noted (F = 3.67, P = .015). Results also demonstrated a clear linear trend of increasing performance with increasing experience with each variable (P = .002, <.001, and .002, respectively, for t tests with polynomial contrasts).

CONCLUSION: The significant linear trends indicate that reporting skills increase with increasing experience in the program. This finding supports the validity of the measurement. The Objective Structured Clinical Examination provides a means of assessing radiology resident reporting skills.

© RSNA, 2002

Index terms: Diagnostic radiology, observer performance • Radiology reporting systems • Special Reports

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