ABR Update ABR Update RSNA 2009 RSNA 2009 The Examinations Of The Future
ABR UpdateABR UpdateRSNA 2009RSNA 2009
The ExaminationsOf
The Future
Core ExaminationCore Examination
Only comprehensive examination given by ABRMajority of items will be based on imagesMore than simple fact retrieval
Image interpretation, diagnosisCase managementPractical use of scientific knowledge
Physics will be integrated, not separatedIn most cases, physics items linked to imagesPhysicist “embedded” in every writing team
Nuts and Bolts: Core ExamNuts and Bolts: Core ExamGiven at 36 monthsExpected level of mastery: basic/intermediateEighteen categories tested
Each will have sufficient items to make a pass/fail decision (≥ 45 items)
Candidate must pass all to qualify for Certifying
Condition status exists (≤ 5 categories)Test administered every six months
Test administration at testing center1.5 days for candidate to take Core exam
Core Exam: Core Exam: Categories and ContentCategories and Content
Fifteen categories have item-writing committeesOrgan system: MSK, Cardiac, Thoracic,
Gastrointestinal, Urinary, Repro/Endo, Neurologic, Pediatric, Breast, Vascular
Modality: Ultrasound, Intervention, Nuclear Radiology/Molecular Imaging
Fundamental concepts: Patient safety, physics
Three categories do notRadiography/fluoroscopy, CT, MRI
Committee ResponsibilitiesCommittee Responsibilities
Create detailed outline of content to be tested (goal: on Website by 7/2010)
Create questions based on content outlineParticipate in assembly for each form
Ensure each category adequately sampledPrevent repetitionAssemble condition examination forms
Categories without committees: similar responsibilities; “virtual” committees formed
Potential Question Types:Potential Question Types:Core ExaminationCore Examination
Single best answer multiple choiceMultiple true/falseExtended matching (R-type)Labeling“Storyboarded” vignettes
General Comments:General Comments:New Item TypesNew Item Types
ImplementationCan it be easily shown?Can ABR IT create the interface?
InterpretationIs it psychometrically meaningful?
Pre-examination instructionWill the candidate be sufficiently
comfortable with the question type?
Elements of Extended Elements of Extended Matching (R-type) QuestionMatching (R-type) Question
ThemeOption listLead-in statementStems (3-4)
Example: Extended MatchingExample: Extended MatchingSolitary Liver MassSolitary Liver Mass
For each patient whose clinical and imaging information is shown, select the most appropriate diagnosis from the list below. Each option may be used once, more than once, or not at all.
a. Focal nodular hyperplasia h. Biliary cystadenomab. Liver cell adenoma i. Lymphomac. Cavernous hemangioma j. Solitary metastasisd. Inflammatory pseudotumor k. Intrahepatic
cholangiocarcinomae. Pyogenic abscess l. Hepatocellular carcinomaf. Fungal abscess m. Fibrolamellar carcinomag. Nodular focal fat deposition
a. Focal nodular hyperplasia b. Liver cell adenoma
c. Cavernous hemangioma d. Inflammatory pseudotumor
e. Pyogenic abscess f. Fungal abscess
g. Nodular focal fat deposition h. Biliary cystadenoma
i. Lymphoma j. Solitary metastasis
k. Intrahepatic cholangiocarcinoma l. Hepatocellular carcinoma
m. Fibrolamellar carcinoma
1: 35 year old woman who underwent sonographic evaluationfor mild abdominal discomfort. She was referred for MR imagingto characterize a solitary liver mass seen on that ultrasound. Imagesare obtained 30 seconds (A), 70 seconds (B) and 1 hour (C) afteradministration of gadobenate intravenously.
A B C
a. Focal nodular hyperplasia b. Liver cell adenoma
c. Cavernous hemangioma d. Inflammatory pseudotumor
e. Pyogenic abscess f. Fungal abscess
g. Nodular focal fat deposition h. Biliary cystadenoma
i. Lymphoma j. Solitary metastasis
k. Intrahepatic cholangiocarcinoma l. Hepatocellular carcinoma
m. Fibrolamellar carcinoma
A B C D
2. 60 year old man with abdominal pain. Imaging performed elsewhere showeda liver mass, and he is referred for CT imaging to characterize it. Images areobtained before (A), 20 seconds after (B), 50 seconds after (C), and 5 minutesafter (D) intravenous administration of iodinaed contrast material.
Strengths of R-Type Strengths of R-Type MatchingMatching
Tests beyond knowledge, comprehension
More analysis, management, judgmentBetter discriminator c/w T/F or A-TypeComparable results with one-third fewer
itemsCan test more of domain in same time
LabelingLabeling
Normal anatomy or pathologic processIntuitiveEasy question type to program
A coronal CT image obtained in a patient with ascites is shown.
Label the following structures:
a) Left subphrenic spaceb) Lesser sac, inferior recessc) Lesser sac, superior recessd) Transverse mesocolone) Gastrohepatic ligamentf) Morison’s pouchg) Left paracolic gutterh) Root of intestinal
mesentery
Simulation?
Example: LabelingExample: LabelingPeritoneal SpacesPeritoneal Spaces
Case Simulation VignetteCase Simulation Vignette
Familiar example: USMLE Step IIIComponents
Case presentationClinical questionChoice
Imaging study vs. nonradiologic maneuver
New data from choice—new questionsMay require blocked return at some point
Core Exam:Core Exam:Where Do We Stand?Where Do We Stand?
All 15 committees formedAll have met in Tucson
Assignments for specific topicsWriting cycle 1 currently under way
Writing content outlines for Web
Physics UpdatePhysics Update16 modules available for review, go-live today!URL:
http://www.rsna.org/Education/physics.cfmRadiation effects and risksImage quality and doseFluoroscopy, interventional dose/safetyCT (3 modules)USMR (5 modules)Nuclear medicine
14 more in developmentPhase 2 (30 more modules) planned
Certifying ExaminationCertifying Examination27 months after the comprehensive examCandidate has had option to subspecializeInherent duality
Candidate’s first MOC examABR’s primary certification exam
Must meet standards of public scrutinyMust test competenciesNeed not test entire scope of diagnostic
radiologyTest design complex: five modules
Noninterpretive skillsEssentials of diagnostic radiologyThree modules chosen by candidate
Noninterpretive Skills Noninterpretive Skills ModuleModule
ABR Foundation RFP calling for creation of Web-based educational modules on topics related to noninterpretive skills
11 modules currently plannedPrivacy/confidentialityConflicts of interestResearch principles and conductRelationships with vendorsPublication ethicsEducator/student and employer/employee
RFP will be released January 2, 2010Modules planned for late 2010
Clinical Practice ModulesClinical Practice ModulesChosen by the candidateDefined by the ABR (unlike MOC)Thirteen module categories
Breast, Cardiac, GI, General Radiology, MSK, Neuro, Nuclear Radiology, Peds, Repro/Endo, Thoracic, US, Urinary, VIR
Candidates can choose any combinationAny module chosen more than once will
contain more difficult questionsEntire exam must be passed; no condition
statusAdministered every six months
EOF Certifying Exam—Content:EOF Certifying Exam—Content:Clinical Practice ModulesClinical Practice Modules
Emulate practice of radiologist at workSome normal (or variant normal) examsSome “surprises”—findings outside
categoryMany “real-life” decisions
Differential (not single) diagnosesDifferential (not single) diagnoses Management decisionsManagement decisions
More complicated question typesMany possible right answersLayout mimicking real patient workups
Certifying Exam:Certifying Exam:Additional Question TypesAdditional Question Types
Structured reportModeled on templates for voice-
recognition systems in wide useEmulates workstation behaviorWill be problematic to score
Script concordance testingWill require pre-test familiarity
Certifying Exam: Certifying Exam: Where Do We Stand?Where Do We Stand?
All fourteen module teams have ChairsMany have picked committeesWill hold meetings in Tucson next year
Produce content outlines/study guides
Item-writing cycle to begin in 2010Will require thousands of cases
EOF: Certifying Exam—What EOF: Certifying Exam—What We NeedWe Need
Even more help!Sufficient material and question-
writing expertise to create graded spectrum of sophistication within every category
Example: Neuroradiology content
Core General Modules CAQ
Increasing sophistication
EOF: Final ThoughtsEOF: Final ThoughtsABR mission, to protect the public, is
vitalNo part of its mission is possible without
the work of hundreds of volunteersThanks to everyone who has or will
contribute their cases and writing expertise to continue our mission
If we are to survive, we must establish the culture of lifelong learning in each of our diplomates