How to Support Dental Students in Reading Radiographs: Effects of a Gaze-Based Compare-and-Contrast Intervention

Autor/inn/en	Eder, Thérése F.; Richter, Juliane; Scheiter, Katharina; Keutel, Constanze; Castner, Nora; Kasneci, Enkelejda; Huettig, Fabian
Titel	How to Support Dental Students in Reading Radiographs: Effects of a Gaze-Based Compare-and-Contrast Intervention
Quelle	In: Advances in Health Sciences Education, 26 (2021) 1, S.159-181 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eder, Thérése F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-020-09975-w
Schlagwörter	Dentistry; Medical Education; Radiology; Clinical Diagnosis; Intervention; Eye Movements; Error Patterns; Skill Development; Graduate Students + Suchen Sie Ihr Suchwort? Zahnmedizin; Medizinische Ausbildung; Radiologie; Augenbewegung; Fehlertyp; Kompetenzentwicklung; Qualifikationsentwicklung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	In dental medicine, interpreting radiographs (i.e., orthopantomograms, OPTs) is an error-prone process, even in experts. Effective intervention methods are therefore needed to support students in improving their image reading skills for OPTs. To this end, we developed a compare-and-contrast intervention, which aimed at supporting students in achieving full coverage when visually inspecting OPTs and, consequently, obtaining a better diagnostic performance. The comparison entailed a static eye movement visualization (heat map) on an OPT showing full gaze coverage from a peer-model (other student) and another heat map showing a student's own gaze behavior. The intervention group (N = 38) compared five such heat map combinations, whereas the control group (N = 23) diagnosed five OPTs. Prior to the experimental variation (pre-test) and after it (post-test), students in both conditions searched for anomalies in OPTs while their gaze was recorded. Results showed that students in the intervention group covered more areas of the OPTs and looked less often and for a shorter amount of time at anomalies after the intervention. Furthermore, they fixated on low-prevalence anomalies earlier and high-prevalence anomalies later during the inspection. However, the students in the intervention group did not show any meaningful improvement in detection rate and made more false positive errors compared to the control group. Thus, the intervention guided visual attention but did not improve diagnostic performance substantially. Exploratory analyses indicated that further interventions should teach knowledge about anomalies rather than focusing on full coverage of radiographs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01