AI Article Synopsis
- The study explores general practice staff's views on a teaching concept using instructional videos for diabetic retinopathy (DR) screenings with AI assistance.
- It involved qualitative interviews with 16 staff members in North Denmark, assessing their perspectives and the skills gained through the training.
- Results indicated general approval of the teaching concept, though there were variations in satisfaction and awareness of knowledge gaps, leading to suggestions for adjustments to enhance learning outcomes.
Article Abstract
Objective: The aim of this study is to explore general practice staff perspectives regarding a teaching concept based on instructional videos for conducting DR screenings. Furthermore, this study aims to investigate the competencies acquired by the staff through this teaching concept.
Design And Setting: Qualitative cross-sectional study conducted in general practice clinics in the North Denmark Region.
Method: A teaching concept was developed based on instruction videos to teach general practice staff to conduct diabetic retinopathy screenings with automated grading through artificial intelligence. Semi-structured interviews were performed with 16 staff members to investigate their perspectives on the concept and acquired competencies.
Results: This study found no substantial resistance to the teaching concept from staff; however, participants' satisfaction with the methods employed in the instruction session, the progression of learning curves, screening competencies, and their acceptance of a known knowledge gap during screenings varied slightly among the participants.
Conclusion: This study showed that the teaching concept can be used to teach general practice staff to conduct diabetic retinopathy screenings. Staffs' perspectives on the teaching concept and acquired competencies varied, and this study suggest few adjustments to the concept to accommodate staff's preferences and establish more consistent competencies.
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| http://dx.doi.org/10.1080/02813432.2024.2396873 | DOI Listing |
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