Does Hands-on Obstetric US Experience Improve Performance on the Radiology Oral Board Examination?
Mary C. FratesCarol B. BensonKelly H. ZouPeter M. DoubiletAnthony M. GerdemanChristopher R. B. Merritt
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Purpose: To investigate whether the inclusion of hands-on obstetric ultrasonography (US) experience as a formal part of radiology residency affects performance on the US section of the oral board examination. Materials and Methods: An electronic survey was sent to all radiology residency programs to assess (a) the time assigned to US rotation, (b) the inclusion of obstetrics in US rotation, and (c) the opportunity for hands-on scanning of obstetric patients. Blinded results from the 2002 Diagnostic Radiology Oral Board Examination were provided by the American Board of Radiology. We recorded the overall examination score, US section score, and individual score for all obstetric cases for each resident from programs that responded to the survey. A Student t test and stratified statistical analyses were performed. This study was determined to be exempt from institutional review board approval. Residency directors who consented to participate were informed of pertinent information. Results: Of the 159 programs, 64 (40.3%) responded and 63 (98%) of these had scores available. US section scores were provided for 280 residents, with 869 obstetric case scores. Fifty (79%) of 63 programs provided the opportunity for hands-on obstetric scanning. After adjusting for covariates, there was no significant difference in individual resident performance between residents with hands-on scanning experience and those without hands-on scanning experience (P = .61). When evaluated according to program, there was no significant difference in performance between programs with and those without hands-on training (P = .39). Conclusion: Radiology resident performance in obstetric US on the American Board of Radiology Oral Board Examination is similar for programs that provide the opportunity for hands-on obstetric scanning compared with those that do not. © RSNA, 2006Keywords:
Institutional review board
Oral examination
Purpose: To investigate whether the inclusion of hands-on obstetric ultrasonography (US) experience as a formal part of radiology residency affects performance on the US section of the oral board examination. Materials and Methods: An electronic survey was sent to all radiology residency programs to assess (a) the time assigned to US rotation, (b) the inclusion of obstetrics in US rotation, and (c) the opportunity for hands-on scanning of obstetric patients. Blinded results from the 2002 Diagnostic Radiology Oral Board Examination were provided by the American Board of Radiology. We recorded the overall examination score, US section score, and individual score for all obstetric cases for each resident from programs that responded to the survey. A Student t test and stratified statistical analyses were performed. This study was determined to be exempt from institutional review board approval. Residency directors who consented to participate were informed of pertinent information. Results: Of the 159 programs, 64 (40.3%) responded and 63 (98%) of these had scores available. US section scores were provided for 280 residents, with 869 obstetric case scores. Fifty (79%) of 63 programs provided the opportunity for hands-on obstetric scanning. After adjusting for covariates, there was no significant difference in individual resident performance between residents with hands-on scanning experience and those without hands-on scanning experience (P = .61). When evaluated according to program, there was no significant difference in performance between programs with and those without hands-on training (P = .39). Conclusion: Radiology resident performance in obstetric US on the American Board of Radiology Oral Board Examination is similar for programs that provide the opportunity for hands-on obstetric scanning compared with those that do not. © RSNA, 2006
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This article examines administrator perspectives of innovative services for the inclusion of young children with disabilities in regular preschool classrooms in China. Twelve directors from 12 pilot inclusion preschools in Beijing participated in this study. Qualitative interview results revealed the following sub-themes: definition, advocacy, teacher attitude, classroom concerns, resources, benefits of inclusion for children with disabilities, benefits of inclusion for children without disabilities, challenges of inclusion for children with special needs children, and challenges of inclusion for children without disabilities. Discussion and recommendations were provided on the basis of research findings.
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Abstract This study compared survey responses of teachers from a reform‐based programme focused on promoting inclusion‐based classrooms, namely Project WINS (Winning Ideas Network for Schools) schools, with teachers from non‐Project WINS schools with regard to their attitude about inclusion in the classroom. Surprisingly, the results of this study revealed no differences between the two groups of teachers on most facets of inclusion. The one significant difference found a greater preference for inclusion by non‐Project WINS teachers with regard to classroom climate. The study also revealed a higher preference for inclusion for teachers with higher self‐reported expertise in special education regardless of what group the teacher was surveyed from. Findings from this study indicate the need for further research and improvements in training methods for Project WINS and similar programmes that attempt to change teachers’ attitudes towards inclusion as an important first step in improving practice in inclusion‐based classrooms. As the movement for more inclusion in schools increases, administrators, special educators and teachers are caught in the midst of the tide. Proponents of inclusion believe change is needed now, but those not in favour of such changes recommend not implementing inclusion without further research ( Snyder, 1999 ). In addition, schools need assistance in developing and implementing policies and practices that will lead to an effective inclusion experience for all parties involved ( Johnson, 2000 ). The primary purpose of this study was to further this research by examining attitudes related to inclusion of teachers participating in a programme implemented in middle schools with the explicit goal of fostering effective inclusion‐based classrooms. Second, we tested the relationship between perceived expertise in special education and attitudes towards inclusion. Below we briefly describe some of the factors that research has shown to influence teachers’ level of acceptance of inclusion‐based classrooms.
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Abstract Including students with disabilities in general education when appropriate is an important goal of special education. However, inclusion is not as important as effective instruction, which must be the first concern of education, general or special. Full inclusion, the claim that all students with disabilities are best placed in general education with needed supports, is a world-wide issue. Full inclusion does not serve the best interests of all students with disabilities. Including all students in the common enterprise of learning is more important than where students are taught.
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Fostering inclusion among employees has become increasingly important to organizations in light of evidence that inclusion leads to positive outcomes for both employees and organizations. However, although organizationally driven programs and policies of inclusion are increasing, it is unclear whether these programs actually make individuals feel included. This is because inclusion literature has mainly taken a universalistic approach to inclusion, assuming that all individuals feel inclusion in the same way. To challenge this assumption, this paper explores how individualized views of inclusion may cause individuals to seek out and experience inclusion in unique ways.
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