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The Effect of Processing and Learning Approaches on Diagnostic Accuracy in Novice Clinicians.
Nolet-Levesque, Catherine.
58 p.
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Licensed for access by U. of T. users.
dissertation note
Thesis (M.Sc.)--University of Toronto (Canada), 2014.
general note
Advisers: Nicole Woods; Ernest W.N. Lam.
Source: Masters Abstracts International, Volume: 54-02.
Background: Different approaches to processing (analytic and non-analytic) and learning (basic science and structured algorithm) may be used by novice clinicians in diagnostic oral radiology. However, little is known about how their interaction might impact diagnostic accuracy. Objectives: The objectives of this study were to: 1) evaluate the interaction between processing and learning approaches on the diagnostic accuracy of novice clinicians; and 2) evaluate the effect of processing approaches on the diagnostic accuracy of experienced clinicians. Methods: In this computer-based study, participants interpreted 32 radiographic images divided into two sections with different testing instructions; one that favoured analytic and the other non-analytic processing. Results and Conclusions: This study demonstrated that diagnostic errors made by novice clinicians were not associated with non-analytic processing. The study further suggests an interaction between learning approach and order of testing instructions. For the experienced clinicians, testing instructions did not impact on their diagnostic accuracy suggesting that they used a combined processing approach.
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