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IMPROVING THE WAY OF ‘LABORATORY REQUESTING’ Joost Oremus Roel Esten Utrecht University.

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Presentation on theme: "IMPROVING THE WAY OF ‘LABORATORY REQUESTING’ Joost Oremus Roel Esten Utrecht University."— Presentation transcript:

1 IMPROVING THE WAY OF ‘LABORATORY REQUESTING’ Joost Oremus Roel Esten Utrecht University

2 CONTENT  Problem  Context Analysis  Solution  Field Research Design  Conclusion

3 PROBLEM  Too many laboratory tests requests  Leads to high costs  Uncertainty because of False positives  How to educate  not  Traditional (static)  Digital (interactive)

4 LITERATURE STUDY  Doctors perform ‘protocol thinking ’while requesting lab tests (Hasman et al., 1993)  Reducing ‘protocol thinking’ will improve financial issues and the outcomes for patients (Plebani, 1999)  Doctors’ fear of over- looking diseases (Noguchi et al.,2004)

5 LITERATURE STUDY  High availability of smartphones under students and doctors (Franko and Tirrell, 2012)  Many students own medical apps and like using them, including serious games (Payne, Wharrad and Watts, 2012 & Kron et al., 2010)  Using simulation techniques has no negative impact on performance of students (Watson et al., 2012)  Simulated cases aid in improving the students’ capacity to critically analyze and interpret the clinical pathology data. (Subhashree & Shanthi, 2013)

6 SOLUTION  Serious game on a smartphone / tablet  Teacher creating cases to solve  Directed at students and doctors  Part of their education (students)  Part of retraining (doctors)  Interactive and competitive

7 FIELD RESEARCH STUDY  Randomized controlled trial  4 groups  Students with app versus students without app  Doctors with app versus students without app  Testing  App scores (Students versus Doctors)  Exam scores (app-students versus non app-students)  # Lab requests (app-doctors versus non app-doctors)

8 Full population (160) Students (18-22) (80) Doctors (35-55) (80) App-users (40) Non App-users (40) App-users (40) Non App-users (40) Test by Δ in app scores Test by Δ in exam score Test by Δ in lab test requests

9 CONCLUSION We propose to develop a serious game that uses simulated cases to overcome protocol thinking and to teach critical thinking in an interactive and competitive manner.

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