Performing chest x-rays at inspiration in uncooperative children: the effect of exercises with a training program for radiology technicians

Abstract

Objective. It is difficult to acquire a chest X-ray of a crying infant at maximum inspiration. A computer program was developed for technician training. Method. Video clips of 3 babies were used and the moment of deepest inspiration was determined in the single-frame view. 12 technicians simulated chest radiographs at normal video speed by pushing a button. The computer program stopped the video and calculated the period of time to the optimal instant for a chest X-ray. Demonstration software can be tested at website online. Every technician simulated 10 chest X-rays for each of the 3 video clips. The technicians then spent 40 minutes practicing performing chest X-rays at optimal inspiration. The test was repeated after 5, 20, and 40 minutes of practice. Results. 6 participants showed a significant improvement after exercises (collective 1). Deviation from the optimal instant for taking an X-ray at inspiration decreased from 0.39 to 0.22 s after 40 min of practice. 6 technicians showed no significant improvement (collective 2). Deviation decreased from a low starting value of 0.25 s to 0.21 s. Conclusion. The tested computer program improves the ability of radiology technicians to take a chest X-ray at optimal inspiration in a crying child.

Figure 1

Frozen frame after simulation of a chest X-ray in a crying infant (17-month-old child) (training child 2) after the space bar is pressed. The center of the image shows that the running video was stopped 0.08 s too late for an X-ray at deepest inspiration.

Figure 2

Deviation from the optimal inspiration moment in seconds in test 1 before training and in tests 2 to 5 after training in collective 1 and 2.

Figure 3

Standard deviation in seconds in test 1 before training and in tests 2 to 5 after training in collective 1 and 2.

Figure 4

Deviation from the optimal inspiration moment in seconds for child 1 (regularly crying), child 2 (sleeping), and child 3 (sporadically crying) in test 1 before training and in tests 2 to 5 after training in collective 1.

Figure 5

Deviation from the optimal inspiration moment in seconds for child 1 (regularly crying), child 2 (sleeping), and child 3 (sporadically crying) in test 1 before training and in tests 2 to 5 after training in collective 2.