dc.contributor.author | Rezvyy, Grigory | |
dc.contributor.author | Olstad, Reidun | |
dc.contributor.author | Parniakov, Alexander | |
dc.contributor.author | Fedulova, Elena | |
dc.date.accessioned | 2009-09-10T08:43:06Z | |
dc.date.available | 2009-09-10T08:43:06Z | |
dc.date.issued | 2008-04-04 | |
dc.description.abstract | Background: A general education in psychiatry does not necessary lead to good diagnostic skills. Specific
training programs in diagnostic coding are established to facilitate implementation of ICD-10 coding
practices. However, studies comparing the impact of these two different educational approaches on
diagnostic skills are lacking. The aim of the current study was to find out if a specific training program in
diagnostic coding improves the diagnostic skills better than a general education program, and if a national
bias in diagnostic patterns can be minimised by a specific training in diagnostic coding.
<br>
Methods: A pre post design study with two groups was carried in the county of Archangels, Russia. The
control group (39 psychiatrists) took the required course (general educational program), while the
intervention group (45 psychiatrists) were given a specific training in diagnostic coding. Their diagnostic
skills before and after education were assessed using 12 written case-vignettes selected from the entire
spectrum of psychiatric disorders.
<br>
Results: There was a significant improvement in diagnostic skills in both the intervention group and the
control group. However, the intervention group improved significantly more than did the control group.
The national bias was partly corrected in the intervention group but not to the same degree in the control
group. When analyzing both groups together, among the background factors only the current working
place impacted the outcome of the intervention.
<br>
Conclusion: Establishing an internationally accepted diagnosis seems to be a special skill that requires
specific training and needs to be an explicit part of the professional educational activities of psychiatrists.
It does not appear that that skill is honed without specific training. The issue of national diagnostic biases
should be taken into account in comparative cross-cultural studies of almost any character. The
mechanisms of such biases are complex and need further consideration in future research. Future research
should also address the question as to whether the observed improvement in diagnostic skills after specific
training actually leads to changes in routine diagnostic practice. | en |
dc.format.extent | 280654 bytes | |
dc.format.mimetype | application/pdf | |
dc.identifier.citation | BMC Medical Education 2008, 8:15 | en |
dc.identifier.uri | https://hdl.handle.net/10037/2100 | |
dc.identifier.urn | URN:NBN:no-uit_munin_1851 | |
dc.language.iso | eng | en |
dc.publisher | BioMed Central | en |
dc.rights.accessRights | openAccess | |
dc.subject | VDP::Medical disciplines: 700::Clinical medical disciplines: 750::Psychiatry, child psychiatry: 757 | en |
dc.title | Correcting biases in psychiatric diagnostic practice in Northwest Russia : comparing the impact of a general educational program and a specific diagnostic training program | en |
dc.type | Journal article | en |
dc.type | Tidsskriftartikkel | en |
dc.type | Peer reviewed | en |