Ability of emergency medicine residents in the diagnosis of CHF with a preserved ejection fraction by echocardiogram

Kluger, Samuel Blake; Dickman, Eitan; Homel, Peter; Haines, Lawrence

doi:10.1016/j.ajem.2017.10.033

Cited by 1 publication

(4 citation statements)

References 4 publications

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“…Chenkin, 83 Clinton, 87 Field, 95 Gelabert, 98 Kerwin, 52 Kluger, 111 Mallin, 61 Miller, 64 Morse, 65 Nelson, 115 Nguyen, 116 O'Keefe, 120 Olszynski, 122 Shokoohi, 71 Sommerkamp, 73 Williams 135 16 (15) Case-based learning Adhikari, 77 Alkhalifah, 30 Amini, 31 Amini, 32 Bharati, 79 Byars, 38 Byars, 80 Chao, 81 Chenkin, 41 Datta, 89 Duran Gehring, 92 Field, 95 Gable, 97 Girzadas, 44 Grall, 45 Greenstein, 46 Hall, 103 Hayward, 48 Jones, 51 Laack, 53 Lall, 54 Leung, 113 MacVane, 59 Minnigan, 114 Parks, 67 Parks, 123 Parks, 124 Rohra, 126 Stolz, 74 Stolz 132 31 (28) Social media: blog, Twitter, Facebook, YouTube Bahner, 78 Hafez, 101 Tyler 133…”

Section: Novel Educational Techniquesmentioning

confidence: 99%

“…Pretest: knowledge, skills, confidence Akhtar, 29 Alkhalifah, 30 Bayci, 34 Bharati, 79 Campanella, 40 Chenkin 83 , Chenkin 83 , Chenkin 41 , Chenkin, 42 Chenkin, 43 Chenkin, 85 Clinton, 87 Corujo, 88 Datta, 89 Dulani, 91 Ferre, 93 Gable, 97 Gelabert, 98 Greenstein, 46 Grudziak, 47 Hassani, 105 Haydel, 106 Jagneaux, 110 Jones, 51 Kerwin, 52 Kluger, 111 Laack, 53 Lee, 112 Leung, 113 Lewiss, 56 Lobo, 58 Mahler, 60 Mandavia, 62 McGraw, 63 Morse, 65 Nelson, 115 Nguyen, 116 Noble, 66 Parks, 67 Parks, 123 Peterson, 125 Platz, 68 Rohra, 126 Sessler, 128 Shah, 70 Shah, 129 Stolz, 132 Stolz, 74 Wadhawan, 134 Williams, 135 Woo 75 51 (47) Posttest: knowledge Akhtar, 29 Amini, 31 Amini,…”

Section: Learner Assessmentmentioning

confidence: 99%

“…Adhikari 77 , Akhtar, 29 Alkhalifah, 30 Amini, 31 Amini, 32 Arntfield, 33 Berg, 35 Byars, 38 Byars, 38 Caffrey, 39 Chao, 81 Field, 94 Gable, 97 Grall, 45 Girzadas, 44 Greenstein, 46 Grudziak, 47 Herring, 107 Kluger, 111 Lall, 54 Lanoix, 55 Mateer, 5 Nelson, 115 O'Keefe, 120 Parks, 123 Sessler, 128 Shah, 129 Woo, 75 Woodcroft 136 29 (27) Image acquisition Adan, 76 Akhtar, 29 Alkhalifah, 30 Amini, 31 Amini, 32 Arntfield, 33 Bayci, 34 Berg, 35 Bharati, 79 Bloch, 36 Boulger, 37 Byars, 80 Byars, 38 Caffrey, 39 Chao, 81 Chenkin 41 , Chenkin, 42 Chenkin, 43 Chenkin, 83 Chenkin, 84 Cho, 86 Clinton, 87 Corujo, 88 Datta, 89 De Lucia, 90 Dulani, 91 Duran Gehring,…”

Section: Recognition Of Indications/contraindicationsmentioning

confidence: 99%

“…Image interpretation Adan, 76 Adhikari, 77 Akhtar, 29 Alkhalifah, 30 Amini, 31 Amini, 32 Arntfield, 33 Bayci, 34 Berg, 35 Bharati, 79 Bloch, 36 Boulger, 37 Byars, 38 Byars, 80 Caffrey, 39 Campanella, 40 Chao, 81 Chenkin, 41 Chenkin, 42 Chenkin, 43 Chenkin, 82 Chenkin, 83 Chenkin, 84 Cho, 86 Clinton, 87 Corujo, 88 Datta, 89 De Lucia, 90 Dulani, 91 Duran Gehring, 92 Ferre, 93 Field, 95 Furman, 96 Gable, 97 Gelabert, 98 Ghosh, 99 Godbout, 100 Girzadas, 44 Grall, 45 Greenstein, 46 Grudziak, 47 Hafez, 101 Hakmeh, 102 Hall, 103 Haney, 104 Hassani, 105 Haydel, 106 Hayward, 48 Herring, 107 Hrymak, 108 Hrymak, 109 Jagneaux, 110 Jang, 49 Jang, 50 Jones, 51 Kerwin, 52 Kluger, 111 Laack, 53 Lall, 54 Lanoix, 55 Lee, 112 Leung, 113 Lewiss,…”

Section: Recognition Of Indications/contraindicationsmentioning

confidence: 99%

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Teaching emergency ultrasound to emergency medicine residents: a scoping review of structured training methods

et al. 2021

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Background Over the past 2 decades, emergency ultrasound has become essential to patient care, and is a mandated competency for emergency medicine residency graduation. However, the best evidence regarding emergency ultrasound education in residency training is not known. We performed a scoping review to determine the (1) characteristics and (2) outcomes of published structured training methods, (3) the quality of publications, and (4) the implications for research and training. Methods We searched broadly on multiple electronic databases and screened studies from the United States and Canada describing structured emergency ultrasound training methods for emergency medicine residents. We evaluated methodological quality with the Medical Education Research Study Quality Instrument (MERSQI), and qualitatively summarized study and intervention characteristics. Results A total of 109 studies were selected from 6712 identified publications. Publications mainly reported 1 group pretest–posttest interventions (38%) conducted at a single institution (83%), training in image acquisition (82%) and interpretation (94%) domains with assessment of knowledge (44%) and skill (77%) outcomes, and training in cardiac (18%) or vascular access (15%) applications. Innovative strategies, such as gamification, cadaver models, and hand motion assessment are described. The MERSQI scores of 48 articles ranged from 0 to 15.5 (median, 11.5; interquartile range, 9.6–13.0) out of 18. Low scores reflected the absence of reported valid assessment tools (73%) and higher level outcomes (90%). Conclusions Although innovative strategies are illustrated, the overall quality of research could be improved. The use of standardized planning and assessment tools, intentionally mapped to targeted domains and outcomes, might provide valuable formative and summative information to optimize emergency ultrasound research and training.

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