Impact of Feedback and Didactic Sessions on the Reporting Behavior of Upper Endoscopic Findings by Physicians and Nurses  Adil A. Abdalla, Bret T. Petersen, Beverly J. Ott, Mary Fredericksen, Cathy D. Schleck, Alan R. Zinsmeister, Kassandra M.J. Grunewald, Teresa Zais, Yvonne Romero  Clinical Gastroenterology and Hepatology  Volume 5, Issue 3, Pages 326-330 (March 2007) DOI: 10.1016/j.cgh.2006.11.007 Copyright © 2007 AGA Institute Terms and Conditions

Figure 1 Study timeline. Clinical Gastroenterology and Hepatology 2007 5, 326-330DOI: (10.1016/j.cgh.2006.11.007) Copyright © 2007 AGA Institute Terms and Conditions

Figure 2 Impact of feedback and education on the dictating behavior of endoscopists. Median percent time Barrett’s esophagus and hiatal hernia measurements, and reflux esophagitis LA grade, dictated in accordance with guidelines. Clinical Gastroenterology and Hepatology 2007 5, 326-330DOI: (10.1016/j.cgh.2006.11.007) Copyright © 2007 AGA Institute Terms and Conditions

Figure 3 Variation in GI nurse “data input” behavior from Time 1 to Time 3 for the diagnosis of Barrett’s esophagus. Clinical Gastroenterology and Hepatology 2007 5, 326-330DOI: (10.1016/j.cgh.2006.11.007) Copyright © 2007 AGA Institute Terms and Conditions

Figure 4 Impact of feedback and education on communication between endoscopists and GI nurses. Percent of cases entered correctly into the Electronic GI Database—among cases dictated according to guidelines. Clinical Gastroenterology and Hepatology 2007 5, 326-330DOI: (10.1016/j.cgh.2006.11.007) Copyright © 2007 AGA Institute Terms and Conditions