Tibial bone stress injury: diagnostic performance and inter-reader agreement of an abbreviated 5-min magnetic resonance protocol.

OBJECTIVE: To compare the diagnostic performance and inter-reader agreement of an abbreviated (5 min) MR protocol compared to a complete (25 min) protocol, for evaluation of suspected tibial bone stress injury. MATERIALS AND METHODS: This IRB-approved retrospective study consisted of 95 consecutive MR examinations in 88 patients with suspected tibial bone stress injury. Three musculoskeletal radiologists independently classified all examinations utilizing both an abbreviated protocol consisting only of axial T2-weighted images with fat suppression, and after a washout period again classified the complete examinations. Accuracy was calculated as proportion of cases classified exactly, within 1 grade, within 2 grades, and also utilizing a simplified "clinically relevant" classification combining grades 2, 3, and 4A into a single group. Significance testing was performed with the chi-test, and a post-hoc power analysis was performed. Inter-reader agreement was calculated with Kendall's coefficient of concordance, with significance testing performed utilizing the z-test after bootstrapping to obtain the standard error. RESULTS AND CONCLUSIONS: There was no significant difference in accuracy of grading tibial bone stress injuries between complete and abbreviated examinations. For complete exams, pooled exact accuracy was 47.8%; accuracy within 1 grade was 82.8%; and accuracy within 2 grades was 96.1%. For the abbreviated protocol, corresponding accuracies were 50.2, 82.0, and 93.9%. With the "clinically relevant" simplified classification, accuracy was 58.6% for complete exams and 64.2% for abbreviated exams. There was no significant difference in inter-reader agreement, with substantial agreement demonstrated for both complete (Kendall coefficient of concordance 0.805) and abbreviated examinations (coefficient of 0.767).

Reducing Burnout Among Radiology Trainees: A Novel Residency Retreat Curriculum to Improve Camaraderie and Personal Wellness - 3 Strategies for Success.

OBJECTIVES: To describe a residency retreat curriculum established to improve wellness and reduce burnout within a radiology residency. METHODS: A wellness retreat was created and implemented within a large academic medical center's radiology residency. The retreat curriculum was designed by a Radiology Residency Wellness Committee and was supported by departmental funding. The retreat curriculum centered on 3 strategies for success: teambuilding and bonding, Design Thinking, and guided reflection. A questionnaire was distributed at the end of the retreat, asking 12 questions in 5-point Likert format to assess resident satisfaction with different components of the retreat, as well as open-ended questions to more deeply assess the effects of the retreat on the residency experience and personal wellness in our radiology residency. Questionnaire results were summarized using frequency and percentages. Open-ended responses were qualitatively analyzed using the constant comparative method. RESULTS: Thirty-seven of 41 residents (90%) in our radiology residency participated in the retreat. Thirty-five of the 37 residents (95%) participated in the postretreat questionnaire, with 33 of 37 residents (89%) completing the entire questionnaire. Thirty-two of 33 responders (97%) anticipated the retreat would improve their residency experience, and 27 of 33 responders (82%) indicated the retreat would improve their personal wellness. Based upon the open-ended responses, improved camaraderie was the major benefit of the retreat cited by the majority of residents. CONCLUSION: A departmentally sponsored radiology residency retreat may improve personal wellness and reduce burnout.