Interpretation Skills Research Articles

Designing and evaluating ECG interpretation software for undergraduate nursing students in Iran: a non-equivalent control group pretest-posttest design.

It is essential for nurses to interpret electrocardiograms accurately in cardiac care and emergency departments. Despite rigorous training, nursing students frequently encounter challenges in mastering electrocardiogram interpretation. The purpose of our study was to evaluate the effectiveness of an electrocardiogram interpretation software specifically designed for Iranian nursing students enrolled in undergraduate programs. A nonequivalent control group pretest-posttest design was conducted at Ramsar University of Medical Sciences in 2020. Using the census sampling method, 75 nursing students from the two educational hospitals were recruited. Participants were divided into two intervention groups and a control group according to their rotations at their respective hospitals. The software contains evidence-based guidelines, interactive learning modules, practice exercises, and real-life examples. Statistical analyses, including chi-square tests and t tests, were conducted using descriptive and inferential statistics. A comparison of the two groups according to demographic characteristics, such as sex, age, was not statistically significant (p > 0.05). The knowledge and skills of the individuals in the control group significantly improved in comparison to those before the intervention. The use of software enhanced students' ability to interpret electrocardiograms. Moreover, there was no statistically significant difference between the intervention and control groups in terms of knowledge and skills of electrocardiogram interpretation. Nursing students reported higher levels of satisfaction after using the software. Moreover, undergraduate nursing students were able to learn more using electrocardiogram interpretation software combined with traditional teaching methods. Combining these two methods in a blended learning approach can improve learning. This software can be integrated into nursing curricula to assist nursing students in interpreting electrocardiograms.

Exploring the Efficacy of the Production-Oriented Approach in Improving English Interpreting Skills—A Case Study

The demand for efficient English interpreters have been on a constant rise in the rapid evaluation of globalization—the skilled interpreters are a prerequisite for international interactions across diplomatic, business, and cultural domains. The traditional models in practice to train the interpreters are based on theoretical knowledge with less emphasis on practical skills required for effective real-world communication. In contrast, the Production-Oriented Approach (POA) focuses more on Practical Language Application (PLA), considered a better alternative to conventional training methodologies. This study challenges to analyze the effectiveness of the POA in improving English Interpreting Skills (EIS) by creating a case study at a top university in China. The work employed a quantitative research design on a study involving 47 students in pre-test/post-test experiments to measure the boosts achieved in EIS direct features to POA implementation. Results indicated significant improvements in the experimental groups, with undergraduates and graduates showing mean score increases of 13 and 12 points, respectively, after the implementation of POA.

Longitudinal email-based electrocardiogram interpretation curriculum for paediatric residents.

Electrocardiograms are frequently obtained in infants and children. Training specific to paediatric electrocardiogram interpretation is necessary given that cardiac physiology and electrocardiogram findings in children are different than adults and change throughout infancy and childhood. Distributed practice may be an effective method to improve paediatric residency electrocardiogram education efforts. A pre-survey was administered to paediatric and internal medicine/paediatrics residents to ascertain baseline comfort with electrocardiogram interpretation. Subsequently, residents were emailed a clinical vignette with an associated electrocardiogram and multiple-choice question 1-2 times monthly. After submitting their answer, residents were taken to a webpage explaining key concepts explored in the clinical vignette. After 6 and 12 months, a survey was administered asking residents to again rate their confidence in the same electrocardiogram interpretation skills. The longitudinal email-based curriculum increased exposure to electrocardiogram training. Six months of participation in the curriculum correlated with significant increases in confidence in electrocardiogram interpretation skills. While there was no further increase in confidence seen at 12 months, the improvement seen at 6 months was durable. Participation in the curriculum most significantly correlated with changes in confidence in ability to utilise a stepwise approach for electrocardiogram interpretation. The curriculum resulted in durable improvement in confidence in electrocardiogram interpretation skills for paediatric residents at our centre, suggesting that email-based distributive practice can be an effective method for skill and knowledge improvement for complex educational topics.

Use of Learner Engagement Analytics to empower medical educators to make data-informed decisions

Learner Engagement Analytics (LEA) has enabled Higher Education Institutions (HEIs) to identify learners who are not engaging with their studies and provide targeted support and help (Naeem and Bosman, 2023). It has also allowed educators to make data-informed decisions to inform their curriculum design and classroom practice (Cogliano et al., 2022). The LEA data is captured from a wide range of sources related to teaching and learning which offer meaningful insights into a learner’s learning habits (Eady et al., 2021). Previous research suggests that providing learning analytics to educators in Higher Education Institutions can improve learning outcomes for students (Aslan et al., 2019). At Queen Mary University of London, a multidisciplinary team was formed of medical educators, LEA experts, learning technologists, and learning innovation professionals to investigate how LEA can inform curriculum redesign in the early phase of the medical curriculum. Through a series of scholarship meetings on LEA using data dashboards from the Virtual Learning Environment (VLE), the team analysed learners’ engagement with the virtual pre-sessional resources. The VLE interactive resources were designed to allow medical learners to develop clinical interpretation skills during practical sessions, as recommended by the General Medical Council (GMC, 2018). However, medical educators lacked the metrics to evaluate learners’ interaction with these virtual resources. Therefore, it was inevitable to train educators on how to use LEA to optimise students’ learning. The team assessed the learners' engagement on the VLE, quantified engagement scores, and evaluated the results against key outcomes, including the learners' performance. The LEA data offered further insights into virtual engagement across multiple modules in the medical curriculum. Effectively, the outcome of this work empowered medical educators to make informed decisions regarding the future use of VLE resources in curriculum design and develop virtual resources to increase students’ engagement and enhance their learning.

TEKSTO SUVOKIMO GEBĖJIMŲ UGDYMAS 2 KLASĖJE PANAUDOJANT BEŽODES KNYGAS

The development of text comprehension skills in primary school is constantly seeking new ways of engaging students of different abilities. One such innovation is wordless books. Given the lack of information on the use of such books, the aim of this study was to investigate the impact of wordless book-based educational activities on the text comprehension skills of second grade students. The method chosen for the study was participatory action research. Three educational activities were planned and carried out to observe students' activity. Before and after the educational activities, the students' comprehension of the fiction text was measured. The methods used for data collection were: analysis of pedagogical literature, written questionnaire, informal natural indirect observation. The questionnaires used to investigate the text comprehension skills were specially designed and identified 4 main skills of fiction text comprehension (finding clearly presented information, making inferences, integrating and interpreting ideas and information, examining the content and details of the text, evaluating). The participants were selected by convenience sampling. The participants were 17 second grade students from one school class. Based on the results of the text comprehension skills test, 3 educational activities based on reading wordless books were designed. All the educational activities followed a single lesson model: at the beginning of the activity, students were introduced to the topic and objective of the lesson, followed by a collective reading of a wordless book, a discussion, a creative task and reflection. The study showed that the wordless book-based activities had a positive impact on some of the second grade students' inference and integration of ideas and information, and interpretation skills. The wordless book activities were more engaging for students with lower levels of educational achievement. Keywords: wordless books, text comprehension skills, primary education, language development

The effect of an educational program based on the strategy of generating ideas (Scamper) in the teaching of history on developing critical thinking skills among gifted students in the center of Erbil Governorate.

The research aims to identify the impact of an educational program based on the strategy of generating ideas (Scamper) in developing critical thinking skills among gifted students. The experimental approach and the two equal groups with pretest and posttest design have been adopted which requires the two groups, one experimental group and the other control group, and two zero hypotheses were formulated to achieve the research objectives. The research community consisted of students of the seventh grade of day schools in the center of Erbil Governorate for the academic year (2021-2022), where (Shinirwe Mixed Basic Education School for the Gifted Students) was chosen, and two classes were chosen randomly from four classes in the seventh grade to be: (a) The Experimental Group and (b) The Control Group, where it included (40) students, of whom (20) twenty students were distributed to the experimental group and (20) other twenty students were distributed to the control group. The experimental group studied according to the educational program based on the strategy of generating ideas (Scamper), while the control group studied according to the traditional (usual) method. To achieve the objectives of the research, the critical thinking standard of (Watson and Kleiser) was used where the number of its paragraphs in its final form has reached to (147) paragraphs distributed on critical thinking skills (hypothesis skill, interpretation skill, discussion skill, reasoning skill, conclusion skill). This is after verifying the validity and reliability using the Cronbach's alpha coefficient, where the reliability coefficient was (0.87) and the reliability coefficient by the two-half method, and after its modification, the value of the stability coefficient was (0.85). Among the most important results reached are the following: There is a statistically significant difference at the level of significance (a = 0.05) between the average grades of the experimental group and the control group in developing critical thinking skills, in favor of the experimental group. In light of the results reached, the two researchers recommended the necessity of adopting an educational program based on the (Scamper) strategy in teaching history, and a number of proposals were proposed.

The Evaluation of Critical Thinking Ability Through English Speech: A Case Study of College Students Majored in Art

In recent years, China has attached great importance to the cultivation of critical thinking. Under these circumstances, more and more researchers have focused on the exploration of college students' critical thinking ability. Although some analytical frameworks for assessing critical thinking ability are involved in English speaking, few of these frameworks are used to evaluate the thinking ability of college students majored in Art. In order to have a better understanding of the critical thinking ability, this paper adopts the qualitative method to evaluate critical thinking ability of them through English speech. The writer found these students' critical thinking skills need to be improved. For example, some students are lack of interpretation skills required by a good critical thinker, which led to the misunderstanding of speech topics.

Advancing Digital Education Technologies by Empowering Nurses With Point-of-Care Ultrasound: Protocol for a Mixed Methods Study.

Bedside ultrasonography, also known as point-of-care ultrasound (PoCUS), is a promising technological tool that enhances clinical assessment, enriching diagnostic capabilities and clinical reasoning. Its use in nursing spans various patient populations and health care settings, providing nurses with a valuable health assessment tool to improve care quality and patient safety. Despite its growing integration into clinical practice, PoCUS training has mainly focused on physicians, leaving a gap for trained nurses who demonstrate similar proficiency in conducting scans and interpreting images. Previous research highlights the value of digital tools in PoCUS training, showing their role in improving professionals' and students' knowledge, image interpretation skills, and clinical acumen. This study aimed to (1) establish an assessment instrument gauging nurses' competency milestones in PoCUS and evaluate its content and appearance validity, (2) develop a series of 5 educational videos focused on PoCUS and assess their content and appearance validity, and (3) construct an online learning environment tailored to nurses' PoCUS training needs and evaluate its content and appearance validity. We will conduct a methodological study of technological production guided by Rogers' diffusion of innovations theory. Subproject 1 will design and validate a comprehensive assessment tool for evaluating nurses' competency milestones in PoCUS use. For this purpose, a scoping review will be conducted. The review will be based on JBI Collaboration guidelines and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extended for Scoping Reviews (PRISMA-ScR) checklist. Subproject 2 involves an evaluation of content and appearance validity for a series of 5 educational videos on PoCUS, designed specifically for nurses about applying peripherally inserted central catheter lines, inserting nasogastric feeding tubes, assessing gastric residual volume, assessing pressure injuries and soft tissue conditions, and assessing muscle mass to monitor patient nutritional status. In subproject 3, a comprehensive online learning environment dedicated to PoCUS training for nurses will be developed and validated. The launch of an online learning environment represents a cornerstone of our dissemination strategy, scheduled to coincide with the inaugural Brazilian PoCUS symposium for nurses, an event organized by the project members. This platform will serve as a pivotal resource for continuous learning and professional development. Subproject 1 will start in the second half of 2024 and is expected to be completed by mid-2025. Subproject 2 is currently ongoing and is expected to be completed in early 2026. Subproject 3 is set to begin in early 2025 and is planned to be completed by 2026. Through these concerted efforts, the project aims to bridge the existing gap in PoCUS training for nurses, thereby fostering their proficiency and enhancing patient care outcomes. PRR1-10.2196/58030.

Low prevalence of spin in conclusions of interventional pediatric orthopedic studies

Interpretation bias as a factor of research reporting quality has not been thoroughly investigated in the conclusions of pediatric orthopedic publications. Our objective was to investigate the prevalence, subtypes, and severity of research reporting bias or spin of the conclusions in full-texts and abstracts of published studies investigating the effects of treatment/intervention in the pediatric orthopedic literature. We systematically searched ten high-ranking orthopedic journals on MEDLINE/PubMed. Inclusion criteria were pediatric orthopedic studies investigating the effects of treatment/intervention. We used descriptive statistics to report the prevalence, subtype, and severity of reporting bias in the studies’ conclusions according to validated classification criteria. We checked the results to ensure that data were neither misreported nor misinterpreted/extrapolated in the conclusions of the full-texts and their abstracts. Out of 93 included studies in the final analysis, 17 (18%) had at least one count of bias. Nine (10%) studies had bias in both full-text and the corresponding abstract conclusions. In four (4%) studies, bias was restricted to conclusions of abstracts only, and in four (4%) studies was restricted to a bias criterion assigned to the classification criteria of conclusions of full-text only and not the abstract. We analyzed 2511 spin/bias items across 93 studies and reported 30 (1%) counts of bias in conclusions of full-text and/or abstracts. The intervention was surgical in (71%) of studies. Interventional pediatric orthopedic studies published in high-ranking journals showed a low prevalence of reporting bias, namely, misleading reporting, misinterpretation, and inadequate extrapolation of conclusions. A comparative analysis with lower-ranking journals as a control group may reveal if our favorable results are an attribute of journal rank/quality. In general, editorial policies should emphasize skilled interpretation and extrapolation of research results.

Using Generative Artificial Intelligence in Exams: A Research on KPSS with ChatGPT

ChatGPT is a language model developed by OpenAI that uses generative artificial intelligence (GenAI) algorithms for natural language processing (NLP) tasks. It is a popular Chatbot due to its impressive ability to respond consistently to users' various prompts. In this study, the Public Personnel Selection Examination (KPSS) questions, organized by ÖSYM (Turkish Student Selection and Placement Center) every year, were asked to ChatGPT, and its performance was evaluated. The evaluation was made based on fundamental text questions asked in the last three years (2021-2023) in Biology, History, Geography, Turkish Language Literature, and Social Studies in KPSS. This study also aims to investigate the accuracy and reliability of the questions asked to ChatGPT in the field of KPSS educational sciences. According to the research results, ChatGPT's KPSS knowledge and interpretation skills are significantly lower than the university graduate candidates who took the exam. Some suggestions are included for better Chatbot performance, more effective prompt engineering and ethical use of these tools.

Communication Skills of Medical Interpreters: A Qualitative Explanatory Study of Healthcare Professionals' and Medical Interpreters' Perceptions.

Background/Objectives: Medical interpreters support communication between medical professionals and foreign patients. However, the communication skills required of medical interpreters in the field are currently unclear. The purpose of this study was to investigate what medical professionals and medical interpreters consider to be most important communication skills of medical interpreters, and whether there are differences in perceptions between medical professionals and medical interpreters. Methods: From December 2023 to February 2024, we interviewed 10 medical professionals and medical interpreters (five medical professionals and five medical interpreters) working throughout Japan and in the United States. The narratives collected in the interviews were analyzed and evaluated in a conceptual framework. Results: Healthcare professionals and medical interpreters exhibited differences in perceptions regarding the most important communication skills for medical interpreters. The narratives of medical professionals and medical interpreters regarding medical interpreters' communication skills were divided into a 2 × 2 grid consisting of four quadrants with two axes (intervention and perspective). Regarding the communication skills of medical interpreters, medical professionals were primarily concerned with the transmission of medical information and felt that it was necessary for interpreters to understand medical professionals' perspectives and what they wanted to say in order to convey it accurately. In contrast, medical interpreters emphasized the importance of empathy and communication skills for respecting the other person and understanding the other person's opinion and perspective. Additionally, to understand the patient's perspective, medical interpreters reported that it was important to understand the cultural background of the patient and to maintain good relationships with all of the people around the patient. Conclusions: We explored the communication skills of medical interpreters and the characteristics of the perceptions and narratives of medical professionals and medical interpreters. Concepts regarding the communication skills of medical interpreters were divided into two axes (intervention and perspective) and presented as a 2 × 2 grid with four quadrants. The results of our study suggested that medical interpreters should actively intervene in interpretation situations involving foreign patients.

Oral interpretation skills among English-majored graduates: A case of those from a university in Vietnam

It is undoubtedly believed that the ability to deliver effective presentations in English is not merely an academic requirement but also a vital skill for success in the professional world. Students who excel in delivering presentations often demonstrate higher levels of critical thinking, research ability, and overall academic achievement. Unfortunately, delivering presentations in English poses a significant challenge for many students, particulary those in non-native English-speaking countries like Viet Nam. Via a mixed-methods approach, the current study investigates the oral consecutive interpretation skills of English-majored graduates from Thu Dau Mot University (TDMU), finding out the challenges faced by these students in oral interpretation, focusing on four key stages: listening and understanding, notetaking, decoding notes, and expressing and reformulating. In the quantitative process, 150 graduates completed a survey questionnaire, providing broad data for statistical analysis. The qualitative process involved direct observations and semistructured interviews with 10 graduates. The observations in real-world settings utilized a structured checklist to assess four critical phases of consecutive interpretation: listening and understanding, note-taking, decoding notes, and reformulating and expressing. Key findings indicate that graduates face significant challenges in each phase. In the listening and understanding phase, difficulties include maintaining focus and comprehending complex content. Note-taking challenges involve developing effective techniques and balancing listening with writing. The note-decoding phase reveals issues with accurately reconstructing messages under time pressure. In the reformulating and expressing phase, graduates struggle with delivering fluent and coherent interpretations, especially under stress. The study highlights the importance of cognitive and memory skills, effective notetaking, stress management, and public speaking abilities in successful interpretation. This research underscores the need for a practical approach to interpreter training that addresses both technical and psychological aspects.

Comparison of Problem-based Learning and Didactic Lecture as a Teaching–Learning Method among Undergraduate Medical Students: An Interventional Study

Background Didactic lecture (DL) is a teaching method that has been there for a long time in our educational system, but student involvement is minimal. Problem-based learning (PBL) differs in that it involves students in the learning process. Various skills are learned, such as self-learning, group discussion, communication skills, teamwork and knowledge retention. Critical thinking, analysis and the ability to solve real problems are some benefits of PBL, which can help medical students understand clinical scenarios and analyse, interpret and come up with possible solutions based on sound knowledge. Thus, there is a need to assess the effectiveness of PBL in recall, interpretation and problem-solving skills as compared to the traditional lecture method, as there are very few Indian studies related to PBL in Indian medical students. Materials and Methods A non-randomised interventional study was carried out in the Department of Pharmacology at East Point Medical College, Bengaluru. Groups A and B, each with 60 medical students, participated in PBL and DL for either of the two competencies (myocardial infarction and iron deficiency anaemia). After the completion of the DL and PBL sessions, 20 multiple-choice questions (MCQs) were given to the students. The effectiveness of the teaching method was determined by comparing the mean scores of MCQs of both groups. Results The group scores were compared using an independent sample t-test and expressed as mean ± standard deviation. The total mean score of PBL for the topic myocardial infarction (11.00 ± 2.64, p value = .001) was statistically significant compared with the total mean score in the DL group (9.38 ± 2.52), and the total mean score of PBL for the topic iron deficiency anaemia (15.28 ± 3.53, p value = .001) was significant compared to the total mean score in the DL group (12.98 ± 3.61), respectively. The mean score for recall and problem-solving for the topic of myocardial infarction was statistically significant in the PBL group compared to the DL group. The mean score for recall, interpretation and problem-solving for the topic of iron deficiency anaemia was statistically significant in the PBL group compared with the DL group. Conclusion PBL showed marked improvement in recall, interpretation and problem-solving abilities compared with DL. So, including PBL as a teaching–learning method can promote active and student-centered learning.

Demonstration of an End-To-End Workflow Using Atmospheric Solids Analysis Probe-Mass Spectrometry (ASAP-MS) With Real-Time Sample Recognition Software for the Identification of Falsified and Substandard Pharmaceutical Tablets.

Counterfeit pharmaceuticals are a subclass of falsified and substandard medicines. They are illicit products, purporting to be genuine medicines, that are made and sold by criminal organisations. They represent a significant risk to patient safety, as well as a financial and reputational threat to the companies who make the genuine medicines. It is essential to have analytical methods to determine if suspect samples seized by law enforcement agencies are counterfeit, with mass spectrometry (MS) being a commonly used technique in forensic cases. Speed-to-answer is vital to enable law enforcement agencies to progress investigations, as well as for pharmaceutical companies so that they can notify health authorities of the circulation of counterfeit medicines. In this work, an atmospheric solids analysis probe (ASAP)-MS was assessed as a fast and simple-to-use approach to analyse tablets on a commercially available instrument. Complementing the analytics with real-time sample recognition software demonstrated that the classification of tablets as authentic or counterfeit could be achieved quickly (< 2 min) and without the need for MS interpretation skills. Authentication of five tablets (two authentic pharmaceuticals, one placebo and two counterfeits containing the correct active pharmaceutical ingredient [API] but at lower quantities than in the genuine medicine and with different excipient contents) of unknown origin was achieved with 100% success. This creates the opportunity to deploy the end-to-end workflow as a tool for non-scientists, such as law enforcement officers and border control staff, for use in-territory to obtain fast answers and make data-led decisions to control the illegal trading of medicines.

Why not learn with children? A model of intercultural and intergenerational learning through Mandarin as a second language in higher education

ABSTRACT This study develops an intercultural and intergenerational model for teaching Mandarin as a second language, aimed at enhancing international students' intercultural communicative competence. Three native Mandarin-speaking kindergarten children in Taiwan, with no English knowledge, participated in a university Mandarin class with international students. They interacted exclusively in Mandarin, engaging in tasks like introductions, surveys, and storytelling. Students later provided community services, reading to Taiwanese kindergarteners in Mandarin. Through action research, including teacher logs, reflections, and interviews, the model was shown to improve students' attitudes, interpretation skills, and critical cultural awareness.

Implementation and analysis of clinically-relevant anatomy imaging for first-year dental students.

Radiographic imaging interpretation is a central competency of the dental profession. Previous research has determined that radiographic interpretations vary across dentists. In addition, the efficacy of empirical learning within the realm of medical imaging analysis remains understudied. This project aimed to improve an existing anatomy curriculum as well as students' radiographic interpretation skills via implementation of medical radiographic case studies with scaffolded exercises. Three medical imaging activities were developed by the authors and presented in the anatomy laboratory for 60 first-year dental students. Each module included identical pre-activity and post-activity questionnaires, radiographic images with corresponding lesson plans, and open-response questions on the activity's valuable and challenging components. Pre-activity and post-activity questionnaire scores were compared via a Wilcoxon signed rank test. Kruskal-Wallis tests were conducted to determine the impact of previous anatomy experience and previous medical imaging experience on student performance. Thematic analysis was applied to open response comments. A statistically significant improvement in questionnaire scores was observed in the first medical imaging activity. No significant change in scores was observed for the other two activities. Students valued the activities' interactive structure, review of course material, and application to the dental profession. Students reported challenges in radiographic image interpretation and lack of previous knowledge on course concepts. While medical imaging activities failed to consistently improve student-learning outcomes, they introduced skill development in radiographic analysis and increased student confidence. These findings suggest a need for additional research on experiential methodologies within medical imaging education.

Igniting A Spark: Fostering Dialectical Thinking With Plato’s Meno

Abstract: In this article, I present a three-stage teaching strategy for orienting first-time readers of the Platonic dialogues using the Meno as a case study. The approach assists students lacking a philosophical background to advance from personal reflection to developing more advanced analytical and interpretive skills. The first stage of the method invites students to contemplate their life goals in preparation for a structured class debate between relativistic and absolutist notions of success. The second stage employs in-class philosophical reading groups, where students engage with small passages from the Meno to develop their analytical skills in a supportive learning environment. The final stage consists of a two-part writing assignment in which students produce a line-by-line philosophical analysis of their passage along with an essay reconciling the antithetical arguments presented in their selection. By employing this multifaceted approach, students cultivate critical, analytical, and dialectical thinking in order to navigate the complexities of Plato's enigmatic dialogues.

Twelve tips for medical teachers to facilitate effective discussion among students to engage in reflective interpretation of Museum Arts

Integrating arts and humanities into medical education is a pragmatic approach that significantly enriches students’ learning experiences by enhancing their observational, interpretative, and empathetic skills. Engaging students in thoughtful dialogue become crucial at it not only enriches their understanding of human experiences and cultural contexts but also sharpens their communication skills – essential for effective patient interactions and collaborative healthcare environments. This article outlines twelve essential tips for medical teachers aimed at effectively facilitating discussions among students within the context of museum arts. These strategies are carefully designed to create a safe and inclusive learning environment, promote active and equitable participation, and encourage deep, reflective interpretation of artworks. By implementing these tips, educators can not only foster a more conducive educational landscape but also significantly enhance their own teaching practices by pushing the boundaries of traditional medical curricula with new ways to integrate empathy, critical thinking, and cultural awareness.

Student Ultrasound Education, Current Views and Controversies; Who Should be Teaching?

Acquiring diagnostic ultrasound competencies and skills is crucial in modern health care, and achieving the practical experience is vital in developing the necessary anatomy interpretation and scan acquisition skills. However, traditional teaching methods may not be sufficient to provide hands-on practice, which is essential for this skill acquisition. This paper explores various modalities and instructors involved in ultrasound education to identify the most effective approaches. The field of ultrasound instruction is enriched by the diverse roles of physicians, anatomists, peer tutors, and sonographers. All these healthcare professionals can inspire and empower the next generation of ultrasound practitioners with continuous training and support. Physicians bring their clinical expertise to the table, while anatomists enhance the understanding of anatomical knowledge through ultrasound integration. Peer tutors, often medical students, provide a layer of social congruence and motivation to the learning process. Sonographers provide intensive practical experience and structured learning plans to students. By combining different instructors and teaching methods, success can be achieved in ultrasound education. An ultrasound curriculum organized by experts in the field can lead to more efficient use of resources and better learning outcomes. Empowering students through peer-assisted learning can also ease the burden on faculty. Every instructor must receive comprehensive didactic training to ensure high-quality education in diagnostic ultrasound.

The Accuracy of Radiographers Preliminary Image Evaluations of Axial Radiographs: a Prospective Longitudinal Study at Al-Hussein Hospital, Iraq

Introduction: Modern emergency departments are under increasing pressure that can only be alleviated by new approaches to meeting demand. One strategy could be the adoption of radiographer preliminary image evaluations (PIEs), which would significantly reduce the time it takes emergency teams to receive critical imagery results. The aim of this study was to examine the accuracy of radiographers’ interpretations of axial radiographs and the impact a short training program had on their image interpretation skills. Methods: Forty-one radiographers volunteered to participate in the study. From 15 January to 15 April 2023 radiographers produced PIEs for 24 axial radiographs which were compared to the radiology reports for the same images. The accuracy each of the radiographers’ PIEs were categorized as true positive, true negative, false positive and false negative, with numerical scores to enable mean accuracies to be calculated. The radiographers’ accuracy was then reassessed on the same images after they had completed a two-week training program on axial skeletal radiograph interpretation. Results: The study reported that demonstrated that most (TP) radiographer PIEs (M = 5.66, SD = 1.24) were about facial bone fracture. Moreover, this study demonstrated that most (FN/TP) radiographer PIEs (M = 3.83, SD = 1.69) were that cases about inflammatory disease of the axial spine, such as ankylosing spondylitis. In contrast, the most common cases misinterpreted were about cervical spine disorders such as diffuse idiopathic skeletal hyperostosis (DISH) (M = 2.49, SD = 1.36). Years of experience in radiography showed a positive but not statistically significant influence on accuracy. Additionally, post training mean accuracy significantly improved. Conclusion: This study found radiographers provided quite accurate PIEs for facial bone fractures when compared to the full radiology reports of the same images. The findings also highlighted specific pathologies that were frequently misinterpreted. A two-week training program was found to be effective at improving radiographers’ ability to correctly identify and describe abnormalities present in axial radiographs.