Prostate Imaging and Data Reporting System Version 2 as a Radiology Performance Metric: An Analysis of 18 Abdominal Radiologists.

PURPOSE: To determine expected trained provider performance dispersion in Prostate Imaging and Data Reporting System version 2 (PI-RADS v2) positive predictive values (PPVs). METHODS: This single-center quality assurance retrospective cohort study evaluated 5,556 consecutive prostate MRIs performed on 4,593 patients. Studies were prospectively interpreted from October 8, 2016, to July 31, 2020, by 18 subspecialty-trained abdominal radiologists (1-22 years' experience; median MRIs per radiologist: 232, first-to-third quartile range [Q1-Q3]: 128-440; 13 interpreted at least 30 MRIs with a reference standard). Maximum prospectively reported whole-gland PI-RADS v2 score was compared to post-MRI biopsy histopathology obtained within 2 years. The primary outcome was PPV of MRI by provider stratified by maximum whole-gland PI-RADS v2 score. RESULTS: Median provider-level PPVs for the radiologists who interpreted ≥30 MRIs with a reference standard were PI-RADS 3 (22.1%; Q1-Q3: 10.0%-28.6%), PI-RADS 4 (49.2%; Q1-Q3: 41.4%-50.0%), PI-RADS 5 (81.8%; Q1-Q3: 77.1%-84.4%). Overall, the maximum whole-gland PI-RADS v2 score was PI-RADS 1 to 2 (34.6% [1,925]), PI-RADS 3 (8.5% [474]), PI-RADS 4 (21.0% [1,166]), PI-RADS 5 (18.3% [1,018]), no PI-RADS score (17.5% [973]). System-level (all providers) PPVs for maximum PI-RADS v2 scores were 20.0% (95% confidence interval [CI]: 15.7%-24.9%) for PI-RADS 3, 48.5% (95% CI: 44.8%-52.2%) for PI-RADS 4, and 80.1% for PI-RADS 5 (95% CI: 75.7%-83.9%). CONCLUSION: Subspecialty-trained abdominal radiologists with a wide range of experience can obtain consistent positive predictive values for PI-RADS v2 scores of 3 to 5. These data can be used for quality assurance benchmarking.

Demographic, attitude, and personality differences reported by students enrolled in online versus traditional courses.

This study investigated demographic, personality, and attitude differences between students enrolled in online courses and students enrolled in traditional, lecture courses. Subjects were 120 education majors enrolled in required Master's of Education core courses. Students enrolled in either online (n = 51) or traditional course format (n = 69) during summer and fall semesters 2001. The two groups of students were compared on an author-designed questionnaire assessing students' demographic characteristics and attitudes toward both online and traditional instruction and the Cattell Sixteen Personality Factor Questionnaire. Analysis indicated high demographic and interpersonal similarity between students enrolled in online course formats and students enrolled in traditional, face-to-face course formats. Significant differences in attitude were found between the two groups; online courses were rated higher by online students but viewed with considerable ambivalence by students enrolled in traditional section courses.