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Volume 23 (1)
Volume 23, Issue 1, Winter 2003 
J Contin Educ Health Prof 2003; 23(1):48-53
ORIGINAL ARTICLE
Stephen A. Margolis, MBBS, MFM Karl Anders Nilsson, MD Richard L. Reed, MD, MPH A b s t r a c t Introduction: Previous studies demonstrated lack of progress in electrocardiographic analysis skills with increasing levels of medical education. This study examined radiograph analysis skills, a similar cognitive task, across a range of educational experience: senior medical students (n = 23), family practice residents (n = 16), general practitioners (n = 41), and their family practice educators (n = 7). Methods: Written records of diagnosis or description of abnormalities were used to detect skill in interpreting radiographs. The instrument was 12 sets of radiographs: 2 normal and 6 abnormal chest radiographs and 2 normal and 2 greenstick radial fractures. Results: The mean score for correctly diagnosing all 12 sets of radiographs was 5.59 ± 1.68, and the mean score for correctly diagnosing the 4 normal radiographs as normal and the abnormal radiographs as abnormal was 8.76 ± 1.55. There was no statistically significant difference between the four groups of participants. Discussion: Skill level in interpreting radiographs did not appear to improve with additional experiential training and may require a more formal educational approach to address this issue. Lessons for Practice
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