ABSTRACT
BACKGROUND: Chest radiographs are the most basic and readily available imaging modality for visualizing the lungs and are potentially useful for describing the disease severity in patients showing respiratory symptoms in COVID-19 patients. The early diagnosis of COVID-19 features on radiography helps in triaging and starting treatment. MATERIAL AND METHODS: Our study consisted of 145 radiographs, and these were reported by two radiologists, two emergency physicians and one intern working in the Emergency department. The scores given by them were correlated. A targeted short lecture for the scoring was imparted and after a sufficient latent period the scoring of chest radiographs was done again, and the scores correlated and compared. RESULTS: We observed agreement between radiologists with emergency medicine physicians was "none to slight" to "fair," before the dedicated online teaching course. Following the meeting, there was an increase in interobserver agreement in-between radiologists and between radiologists and emergency medicine physicians. CONCLUSIONS: We propose a focused online meeting, targeted at explaining radiological features of a specific pathology, in a pandemic situation like COVID, to our clinical counterparts in the emergency medicine department can help in increasing their interpretation skills. This can directly benefit triaging, admission/discharge and monitoring of the status of patients, in intensive care units and emergency medicine. This also helps in allaying the anxiety, while waiting for a final report from the Radiologist.
ABSTRACT
OBJECTIVE: To describe and report on the use of virtual clinical competency examinations (VCCEs) for D3 dental students in a radiology clinic during the COVID-19 pandemic and relate the technology to other clinical and educational applications. METHOD AND MATERIALS: Paper-based clinical competency examinations (CCEs) were converted to three different VCCEs to closely replicate the CCEs. Existing grading rubrics were used to assess students' abilities to evaluate technical issues and interpret intraoral full-mouth series and panoramic radiographs. The grading rubrics were modified from their clinical versions to eliminate non-reproducible skills, such as patient management and application of selection criteria. Radiographs were selected from clinic records and anonymized. VCCEs were conducted via WebEx conferences that were scheduled via an appointment app. These experiences can be extended to virtual patient contacts, teleradiology, and telemedicine, as well as continuing dental education experiences. RESULTS: Approximately 200 VCCEs were administered by four oral and maxillofacial radiology faculty over a 10-week period. Both students and faculty managed the technology well, with few missed appointments. All students were successful in challenging the examinations and appeared to be satisfied with the experience. CONCLUSIONS: Although direct comparisons between the CCEs and the new VCCEs are difficult, as there was no time to pilot the VCCEs, students were successful in challenging the examinations and informally reported satisfaction with the experience. Although components of CCEs that could not be replicated on the VCEs could not be assessed, it is felt that the students had adequate experience in selection of radiographs and patient management prior to the COVID-19 lockdown. Additional benefits of the VCCEs included contact with students to check on their well-being. The experience indicates that VCCEs can be used in the future in hybrid models of oral & maxillofacial radiology education, clinical care, patient screening, and telemedicine. Moreover, the success of this demonstration points to potential for personalized distance learning in continuing dental education.