Abstract
Introduction
Although most ultrasound facilities rely on the referring physicians' request for testing, inappropriate indications for ultrasound studies have been cited as a quality metric and source of poor resource use. In 2015, the Intersocietal Accreditation Commission mandated that ultrasound facilities undertake educational and other strategies to address this as a quality improvement initiative, including education of referring physicians. We proposed to study the indications noted in referrals to develop such quality strategies.
Methods
Dedicated vascular ultrasound facilities were asked to participate. An electronic search of guidelines, standards, and criteria for testing was done. The indication for testing in consecutive patients was collated with adherence to standards and criteria for testing, type of referring physician, patient demographics, and findings. Care gaps were identified to serve as a “needs assessment” for educational and other strategies to address quality improvement.
Results
Three facilities agreed to participate (one academic, two community). A total of 4,654 studies were analyzed. The vascular domains included were: carotid (610), aorta (217), renal (52), upper extremity arteries (56), lower extremity arteries (1,465), lower extremity venous for deep venous thrombosis (1,377), and lower extremity venous for chronic venous insufficiency (877). Overall, appropriate criteria were cited for 76–96% of studies; the academic facility had higher adherence. There was no difference between family physician and specialist referrals. Diagnostic positive yields were found in 48–68% in different test categories; aortic screening yield was 8.1%. Specific “teaching points” included “headaches” and “neck pain” for carotid studies, aortic screening outside of “targets,” “numb toes,” and “swelling” for arterial duplex; no clear issues were identified for venous studies.
Conclusions
This study does identify inappropriate indications for vascular ultrasound with no systematic findings. There are specific teaching points that can be used to direct educational strategies for referring physicians.
Get full access to this article
View all access options for this article.
