TY - JOUR
T1 - Oral presentation assessment and image reading behaviour on brain computed tomography reading in novice clinical learners
T2 - an eye-tracking study
AU - Liu, Chi Hung
AU - Hung, June
AU - Chang, Chun Wei
AU - Lin, John J.H.
AU - Huang, Elaine Shinwei
AU - Wang, Shu Ling
AU - Lee, Li Ang
AU - Hsiao, Cheng Ting
AU - Sung, Pi Shan
AU - Chao, Yi Ping
AU - Chang, Yeu Jhy
N1 - Funding Information:
Funding was provided by Chang Gung Memorial Hospital (grant numbers CMRPG3M0811, CMRPG381503, CMRPG3C0763, CMRPG3G0261, CFRPG3L0011, and BMRPF99) and the Ministry of Science and Technology (grants 106-2511-S-182 A-002-MY2, 108-2314-B-182 A-050-MY3, NMRPG3G6411-2, NMRPG3J6131, and MOST 110-2511-H-003-006-MY2).
Funding Information:
The authors thank (1) Chang Gung Medical Education Research Centre, Chang Gung Memorial Hospital, (2) Ministry of Science and Technology, (3) Graduate Institute of Science Education, National Taiwan Normal University, and (4) Neuroscience Research Center, Chang Gung Memorial Hospital, Linkou for their assistance in study. We particularly thank Professor Lynn Monrouxe for her suggestions on study design. We particularly thank Professor Lynn Monrouxe for her suggestions on study design.
Publisher Copyright:
© 2022, The Author(s).
PY - 2022/12
Y1 - 2022/12
N2 - Background: To study whether oral presentation (OP) assessment could reflect the novice learners’ interpretation skills and reading behaviour on brain computed tomography (CT) reading. Methods: Eighty fifth-year medical students were recruited, received a 2-hour interactive workshop on how to read brain CT, and were assigned to read two brain CT images before and after instruction. We evaluated their image reading behaviour in terms of overall OP post-test rating, the lesion identification, and competency in systematic image reading after instruction. Students’ reading behaviour in searching for the target lesions were recorded by the eye-tracking technique and were used to validate the accuracy of lesion reports. Statistical analyses, including lag sequential analysis (LSA), linear mixed models, and transition entropy (TE) were conducted to reveal temporal relations and spatial complexity of systematic image reading from the eye movement perspective. Results: The overall OP ratings [pre-test vs. post-test: 0 vs. 1 in case 1, 0 vs. 1 in case 2, p < 0.001] improved after instruction. Both the scores of systematic OP ratings [0 vs.1 in both cases, p < 0.001] and eye-tracking studies (Case 1: 3.42 ± 0.62 and 3.67 ± 0.37 in TE, p = 0.001; Case 2: 3.42 ± 0.76 and 3.75 ± 0.37 in TE, p = 0.002) showed that the image reading behaviour changed before and after instruction. The results of linear mixed models suggested a significant interaction between instruction and area of interests for case 1 (p < 0.001) and case 2 (p = 0.004). Visual attention to the target lesions in the case 1 assessed by dwell time were 506.50 ± 509.06 and 374.38 ± 464.68 milliseconds before and after instruction (p = 0.02). However, the dwell times in the case 2, the fixation counts and the frequencies of accurate lesion diagnoses in both cases did not change after instruction. Conclusion: Our results showed OP performance may change concurrently with the medical students’ reading behaviour on brain CT after a structured instruction.
AB - Background: To study whether oral presentation (OP) assessment could reflect the novice learners’ interpretation skills and reading behaviour on brain computed tomography (CT) reading. Methods: Eighty fifth-year medical students were recruited, received a 2-hour interactive workshop on how to read brain CT, and were assigned to read two brain CT images before and after instruction. We evaluated their image reading behaviour in terms of overall OP post-test rating, the lesion identification, and competency in systematic image reading after instruction. Students’ reading behaviour in searching for the target lesions were recorded by the eye-tracking technique and were used to validate the accuracy of lesion reports. Statistical analyses, including lag sequential analysis (LSA), linear mixed models, and transition entropy (TE) were conducted to reveal temporal relations and spatial complexity of systematic image reading from the eye movement perspective. Results: The overall OP ratings [pre-test vs. post-test: 0 vs. 1 in case 1, 0 vs. 1 in case 2, p < 0.001] improved after instruction. Both the scores of systematic OP ratings [0 vs.1 in both cases, p < 0.001] and eye-tracking studies (Case 1: 3.42 ± 0.62 and 3.67 ± 0.37 in TE, p = 0.001; Case 2: 3.42 ± 0.76 and 3.75 ± 0.37 in TE, p = 0.002) showed that the image reading behaviour changed before and after instruction. The results of linear mixed models suggested a significant interaction between instruction and area of interests for case 1 (p < 0.001) and case 2 (p = 0.004). Visual attention to the target lesions in the case 1 assessed by dwell time were 506.50 ± 509.06 and 374.38 ± 464.68 milliseconds before and after instruction (p = 0.02). However, the dwell times in the case 2, the fixation counts and the frequencies of accurate lesion diagnoses in both cases did not change after instruction. Conclusion: Our results showed OP performance may change concurrently with the medical students’ reading behaviour on brain CT after a structured instruction.
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U2 - 10.1186/s12909-022-03795-9
DO - 10.1186/s12909-022-03795-9
M3 - Article
C2 - 36284299
AN - SCOPUS:85140585137
SN - 1472-6920
VL - 22
JO - BMC Medical Education
JF - BMC Medical Education
IS - 1
M1 - 738
ER -