Haresh V Naringrekar1, Jaydev Dave1, Yakup Akyol1, Sandeep P Deshmukh1, Christopher G Roth2. 1. Department of Radiology, Sidney Kimmel Medical College of Thomas Jefferson University, Philadelphia, PA, 19107, USA. 2. Department of Radiology, Sidney Kimmel Medical College of Thomas Jefferson University, Philadelphia, PA, 19107, USA. Christopher.Roth@jefferson.edu.
Abstract
PURPOSE: To evaluate the productivity difference between teaching and non-teaching workflow models in an abdominal imaging division in an academic radiology department. METHODS AND MATERIALS: RVU data were compiled for six faculty members from the abdominal imaging division over a six-month period. Modalities included ultrasound and CT of the abdomen and pelvis. The relative RVU productivity for faculty members by workflow was compared individually and the composite data for the workflow models were compared. The relative RVU productivity for each faculty member was compared individually and in aggregate to study the effect of the workflow models on RVUs using factorial ANOVA. Turnaround times (TAT) were compared for each attending under both models. TAT data were analyzed using paired t-tests with Bonferroni corrections for multiple comparisons. RESULTS: Daily RVU data from 387 instances were analyzed. Daily RVUs for faculty members ranged from 23.5 ± 2.3 (mean ± standard error) to 46.2 ± 2.4 with non-teaching and from 29.8 ± 2.2 to 54.4 ± 2.7 with teaching workflow, respectively. There was a significant main effect of the workflow model on RVU productivity (p < 0.05). A significant increase of 27.8% in RVUs was noted with teaching workflow (42.8 ± 0.9) relative to non-teaching workflow (33.5 ± 1.7; p < 0.05). Teaching workflow resulted in significantly higher view-final and complete-final TATs (593 ± 112 min, mean ± SE and 841 ± 96 min, mean ± SE, respectively) compared to the non-teaching workflow (385 ± 124 min). CONCLUSION: Teaching workflow improves abdominal imaging productivity with an increase in report turnaround times.
PURPOSE: To evaluate the productivity difference between teaching and non-teaching workflow models in an abdominal imaging division in an academic radiology department. METHODS AND MATERIALS: RVU data were compiled for six faculty members from the abdominal imaging division over a six-month period. Modalities included ultrasound and CT of the abdomen and pelvis. The relative RVU productivity for faculty members by workflow was compared individually and the composite data for the workflow models were compared. The relative RVU productivity for each faculty member was compared individually and in aggregate to study the effect of the workflow models on RVUs using factorial ANOVA. Turnaround times (TAT) were compared for each attending under both models. TAT data were analyzed using paired t-tests with Bonferroni corrections for multiple comparisons. RESULTS: Daily RVU data from 387 instances were analyzed. Daily RVUs for faculty members ranged from 23.5 ± 2.3 (mean ± standard error) to 46.2 ± 2.4 with non-teaching and from 29.8 ± 2.2 to 54.4 ± 2.7 with teaching workflow, respectively. There was a significant main effect of the workflow model on RVU productivity (p < 0.05). A significant increase of 27.8% in RVUs was noted with teaching workflow (42.8 ± 0.9) relative to non-teaching workflow (33.5 ± 1.7; p < 0.05). Teaching workflow resulted in significantly higher view-final and complete-final TATs (593 ± 112 min, mean ± SE and 841 ± 96 min, mean ± SE, respectively) compared to the non-teaching workflow (385 ± 124 min). CONCLUSION: Teaching workflow improves abdominal imaging productivity with an increase in report turnaround times.
Keywords:
Productivity; Relative value unit (RVU); Turnaround time (TAT); Workflow