Diagnostic accuracy of a clinical diagnosis of idiopathic pulmonary fibrosis: An international case-cohort study

We conducted an international study of idiopathic pulmonary fibrosis (IPF) diagnosis among a large group of physicians and compared their diagnostic performance to a panel of IPF experts. A total of 1141 respiratory physicians and 34 IPF experts participated. Participants evaluated 60 cases of interstitial lung disease (ILD) without interdisciplinary consultation. Diagnostic agreement was measured using the weighted kappa coefficient (\u3baw). Prognostic discrimination between IPF and other ILDs was used to validate diagnostic accuracy for first-choice diagnoses of IPF and were compared using the Cindex. A total of 404 physicians completed the study. Agreement for IPF diagnosis was higher among expert physicians (\u3baw=0.65, IQR 0.53-0.72, p20 years of experience (C-index=0.72, IQR 0.0-0.73, p=0.229) and non-university hospital physicians with more than 20 years of experience, attending weekly MDT meetings (C-index=0.72, IQR 0.70-0.72, p=0.052), did not differ significantly (p=0.229 and p=0.052 respectively) from the expert panel (C-index=0.74 IQR 0.72-0.75). Experienced respiratory physicians at university-based institutions diagnose IPF with similar prognostic accuracy to IPF experts. Regular MDT meeting attendance improves the prognostic accuracy of experienced non-university practitioners to levels achieved by IPF experts

Understanding Learning for Work: Contributions from Discourse and Interaction Analysis

In recent years, interaction and discourse analytic methods have been applied extensively in various areas of educational research and have become an important theoretical perspective for those concerned with the study of learning in social settings. Following this innovative perspective, this chapter advances two main arguments. First, it stresses the idea that adopting a discursive and interactional approach on professional practice can contribute to the body of concepts and methods applied for understanding practice-based learning. And second, it considers that there exists a strong epistemological continuity between social theories of learning on the one hand, and research methods belonging to the field of discourse and interaction analysis on the second hand. From there, the aim of the chapter is to identify and specify an interdisciplinary field intersecting linguistics methods and professional education research. It is also to show what these methods consist of, how they may be enacted and applied and what are their potentialities and practical implications for researching the field of professional and practice-based learning.Arts, Education & Law Group, School of Education and Professional StudiesNo Full Tex