Abstract
Background: Many physicians have inadequate physical diagnosis skills and cannot detect thyroid abnormalities on physical examination. Purpose: To evaluate a multimodality intervention to improve thyroid examination skills using a prospective controlled trial in first-year residents enrolled in an academic internal medicine program. Methods: The intervention group received a 60-minute educational session during which an endocrinologist described anatomical landmarks, thyroid abnormalities, and examination techniques using a slide show, computerized animation, videotape, and live demonstration on a volunteer with goiter. Residents examined a normal and a goitrous thyroid under the observation of a preceptor and received an evidence-based handout on the thyroid examination. The control group received no specific intervention. Examination technique and identification of thyroid abnormalities were blindly assessed in 2 stations of an objective structured clinical examination (OSCE). Results: Of the 19 residents in the intervention group and the 20 in the control group, 6 (32%) and 3 (15%), respectively, observed the neck for thyroid abnormalities (P = 0.3), 17 (90%) and 16 (80%) used proper hand position (P = 0.7), and 13 (68%) and 15 (75%) had the patient swallow while the neck was palpated (P = 0.7). There was a significant difference in the mean scores based on thyroid physical findings during the OSCE between the intervention and control groups (100 vs. 52.5 [maximal possible score = 200], P = 0.047). Conclusion: A 1-hour multimodality learning session furthered the ability of first-year internal medicine residents to detect thyroid abnormalities.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 24-28 |
| Number of pages | 5 |
| Journal | Teaching and Learning in Medicine |
| Volume | 14 |
| Issue number | 1 |
| State | Published - Dec 2002 |
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ASJC Scopus subject areas
- Nursing(all)
- Education
Cite this
Learning the Thyroid Examination - A Multimodality Intervention for Internal Medicine Residents. / Houck, William A.; Soares-Welch, Cacia V.; Montori, Victor Manuel; Li, J. T C.
In: Teaching and Learning in Medicine, Vol. 14, No. 1, 12.2002, p. 24-28.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Learning the Thyroid Examination - A Multimodality Intervention for Internal Medicine Residents
AU - Houck, William A.
AU - Soares-Welch, Cacia V.
AU - Montori, Victor Manuel
AU - Li, J. T C
PY - 2002/12
Y1 - 2002/12
N2 - Background: Many physicians have inadequate physical diagnosis skills and cannot detect thyroid abnormalities on physical examination. Purpose: To evaluate a multimodality intervention to improve thyroid examination skills using a prospective controlled trial in first-year residents enrolled in an academic internal medicine program. Methods: The intervention group received a 60-minute educational session during which an endocrinologist described anatomical landmarks, thyroid abnormalities, and examination techniques using a slide show, computerized animation, videotape, and live demonstration on a volunteer with goiter. Residents examined a normal and a goitrous thyroid under the observation of a preceptor and received an evidence-based handout on the thyroid examination. The control group received no specific intervention. Examination technique and identification of thyroid abnormalities were blindly assessed in 2 stations of an objective structured clinical examination (OSCE). Results: Of the 19 residents in the intervention group and the 20 in the control group, 6 (32%) and 3 (15%), respectively, observed the neck for thyroid abnormalities (P = 0.3), 17 (90%) and 16 (80%) used proper hand position (P = 0.7), and 13 (68%) and 15 (75%) had the patient swallow while the neck was palpated (P = 0.7). There was a significant difference in the mean scores based on thyroid physical findings during the OSCE between the intervention and control groups (100 vs. 52.5 [maximal possible score = 200], P = 0.047). Conclusion: A 1-hour multimodality learning session furthered the ability of first-year internal medicine residents to detect thyroid abnormalities.
AB - Background: Many physicians have inadequate physical diagnosis skills and cannot detect thyroid abnormalities on physical examination. Purpose: To evaluate a multimodality intervention to improve thyroid examination skills using a prospective controlled trial in first-year residents enrolled in an academic internal medicine program. Methods: The intervention group received a 60-minute educational session during which an endocrinologist described anatomical landmarks, thyroid abnormalities, and examination techniques using a slide show, computerized animation, videotape, and live demonstration on a volunteer with goiter. Residents examined a normal and a goitrous thyroid under the observation of a preceptor and received an evidence-based handout on the thyroid examination. The control group received no specific intervention. Examination technique and identification of thyroid abnormalities were blindly assessed in 2 stations of an objective structured clinical examination (OSCE). Results: Of the 19 residents in the intervention group and the 20 in the control group, 6 (32%) and 3 (15%), respectively, observed the neck for thyroid abnormalities (P = 0.3), 17 (90%) and 16 (80%) used proper hand position (P = 0.7), and 13 (68%) and 15 (75%) had the patient swallow while the neck was palpated (P = 0.7). There was a significant difference in the mean scores based on thyroid physical findings during the OSCE between the intervention and control groups (100 vs. 52.5 [maximal possible score = 200], P = 0.047). Conclusion: A 1-hour multimodality learning session furthered the ability of first-year internal medicine residents to detect thyroid abnormalities.
UR - http://www.scopus.com/inward/record.url?scp=0036887301&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0036887301&partnerID=8YFLogxK
M3 - Article
C2 - 11865745
AN - SCOPUS:0036887301
VL - 14
SP - 24
EP - 28
JO - Teaching and Learning in Medicine
JF - Teaching and Learning in Medicine
SN - 1040-1334
IS - 1
ER -