ArticleBMC medical education2013
Ordering patterns for laboratory and radiology tests by students from different undergraduate medical curricula.
Article in BMC medical education, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Interactive whiteboard use in clinical reasoning sessions to teach diagnostic test ordering and interpretation to undergraduate medical students.BMC medical education · 2019Trial
- Unnecessary diagnostic imaging requested by medical students during a first day of residency simulation: an explorative study.BMC medical education · 2024Article
- Medical students' awareness of overdiagnosis and implications for preventing overdiagnosis.BMC medical education · 2024Article
- Perceived strain of undergraduate medical students during a simulated first day of residency.BMC medical education · 2018Article
- Verbal and non-verbal communication skills including empathy during history taking of undergraduate medical students.BMC medical education · 2018Article
- Implementation of a Clinical Reasoning Course in the Internal Medicine trimester of the final year of undergraduate medical training and its effect on students' case presentation and differential diagnostic skills.GMS journal for medical education · 2017Article
- Adult brain cancer in the U.S. black population: a Surveillance, Epidemiology, and End Results (SEER) analysis of incidence, survival, and trends.Medical science monitor : international medical journal of experimental and clinical research · 2014Article
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Authors and funding
4 authors.
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Abstract
backgroundThe overuse of laboratory tests and radiology imaging and their possible hazards to patients and the health care system is observed with growing concern in the medical community. With this study the authors wished to determine whether ordering patterns for laboratory and radiology tests by medical students close to their graduation are related to undergraduate training.
methodsWe developed an assessment for near graduates in the setting of a resident's daily routine including a consultation hour with five simulated patients, three hours for patient work up with simulated distracting tasks, and thirty minutes for reporting of patient management to a supervisor. In 2011, 60 students participated in this assessment: 30 from a vertically integrated (VI) curriculum (Utrecht, The Netherlands) and 30 from a traditional, non-VI curriculum (Hamburg, Germany). We assessed and compared the number of laboratory and radiology requests and correlated the results with the scores participants received from their supervisors for the facet of competence "scientifically and empirically grounded method of working".
resultsStudents from a VI curriculum used significantly (p < .01) less total laboratory requests (N = 283 versus N = 466) which correlated with their scores for a "scientifically and empirically grounded method of working" (Pearson's r = .572). A significantly (p < .01) higher number of radiology imaging was ordered with a large effect size (V = .618) by near graduates from a non-VI curriculum (N = 156 versus N = 97) even when this was not supporting the diagnostic process.
conclusionThe focused ordering patterns from VI students might be a result of their early exposure to the clinical environment and a different approach to clinical decision making during their undergraduate education which further studies should address in greater detail.
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