Can ultrasound novices develop image acquisition skills after reviewing online ultrasound modules?

Situ-LaCasse, Elaine; Acuña, Josie; Huynh, Dang; Amini, Richard; Irving, Steven C; Samsel, Kara; Patanwala, Asad E.; Biffar, David; Adhikari, Srikar

doi:10.1186/s12909-021-02612-z

Cited by 17 publications

(7 citation statements)

References 22 publications

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“…Human resources were conserved since it reduced the number of instructors required while enabling efficient teaching. Our findings are consistent with recent observations by Situ-LaCasse et al, who showed that medical students who have no prior experience with ultrasound can acquire basic hands-on skills in image acquisition after going through online modules with video tutorials [23].…”

Section: Discussionsupporting

confidence: 93%

Assessing the Use of Telepresence-Guided Video-Based Head and Neck Ultrasound Training: A Step towards Minimizing Dependence on Human Resources?

Kulas,

Schick,

Helfrich

et al. 2023

Diagnostics

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The acquisition of ultrasound skills is an essential part of any medical student’s education. University access restrictions in the context of the COVID-19 pandemic have highlighted the need for digitization in teaching. However, teaching manual skills in online courses has proven to be challenging, not least in terms of human resources. Therefore, the aim of this study was to set up a hybrid head and neck ultrasound course consisting of a preface of video-based self-study followed by supportive instruction by a tutor in telepresence and to evaluate the quality, effectiveness, and feasibility of this teaching method. Thirty-five students were shown video tutorials on systematic ultrasound of the neck course. Learning outcomes were analyzed using self-assessment questionnaires and external assessment by an experienced ultrasonographer. All participants demonstrated statistically significant learning improvement (p < 0.001) when comparing self-assessment scores before and after training. The mean self-assessment scores increased from 13.8 to 26.6 for the telepresence-guided group, from 16.6 to 27.3 for the web-based group, and from 14.0 to 26.2 for the in-person group. The external observer assessment also showed improvement, with mean scores of 46.7, 48.1, and 46.5, respectively. Overall results did not significantly differ when comparing different instruction modalities. A telepresence-guided video-based ultrasound course is well suited to teaching ultrasound skills similar to in-person courses and allows a more resource-efficient targeting of student needs.

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Section: Discussionsupporting

confidence: 93%

Assessing the Use of Telepresence-Guided Video-Based Head and Neck Ultrasound Training: A Step towards Minimizing Dependence on Human Resources?

Kulas,

Schick,

Helfrich

et al. 2023

Diagnostics

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“…This checklist can also help programs integrate POCUS into current fellowship curricula through sequencing of both the complex psychomotor skills needed to perform POCUS and the clinical knowledge needed to act on POCUS images. Additionally, with the relatively low prevalence of pathology in pediatric patients compared to adult patients, simulation and image repositories can supplement the knowledge requirements suggested by our work 27,28 . Implementation of this proposed POCUS curriculum, including validation of a time frame in which it should be taught and routes of implementation such as objective structured clinical examinations for POCUS, will be important for future investigations 29‐32 …”

Section: Discussionmentioning

confidence: 94%

Design of a point‐of‐care ultrasound curriculum for pediatric emergency medicine fellows: A Delphi study

Gold

Levine

Hsu

et al. 2021

AEM Education and Training

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Objectives There has been a steady increase in the growth and utilization of point‐of‐care ultrasound (POCUS) in pediatric emergency medicine (PEM). POCUS has been established as an Accreditation Council for Graduate Medical Education (ACGME) core requirement for accreditation of PEM fellowship programs. Despite this requirement, training guidelines regarding POCUS knowledge and skills have yet to be developed. The purpose of this project was to develop a curriculum and a competency checklist for PEM fellow POCUS education. Methods We formed a core leadership group based on expertise in one or more key areas: PEM, POCUS, curriculum development, or Delphi methods. We recruited 29 PEM POCUS or ultrasound education experts from North America to participate in a three‐round electronic Delphi project. The first Delphi round asked experts to generate a list of the core POCUS knowledge and skills that a PEM fellow would need during training to function as an autonomous practitioner. Subsequent rounds prioritized the list of knowledge and skills, and the core leadership group organized knowledge and skills into global competencies and subcompetencies. Results The first Delphi round yielded 61 POCUS areas of knowledge and skills considered important for PEM fellow learning. After two subsequent Delphi rounds, the list of POCUS knowledge and skills was narrowed to 38 items that addressed elements of six global competencies. The core leadership group then revised items into subcompetencies and categorized them under global competencies, developing a curriculum that defined the scope (depth of content) and sequence (order of teaching) of these POCUS knowledge and skill items. Conclusions This expert, consensus‐generated POCUS curriculum provides detailed guidance for PEM fellowships to incorporate POCUS education into their programs. Our curriculum also identifies core ultrasound knowledge and skills needed by PEM fellows to perform the specific POCUS applications recommended in prior publications.

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“… 39 In contrast, after a nine-hour online curriculum, medical students were overall successful on a hands-on test, and there was a positive correlation between online quiz performance and hands-on skills performance. 40 Another theme that arose in several of the studies was the relative benefit of online-only learning for novices vs. experienced US users. Studies consistently reported that online-only learning was more beneficial and well-received by novices.…”

Section: Resultsmentioning

confidence: 99%

Can you teach a hands-on skill online? A scoping review of e-learning for point-of-care ultrasound in medical education

Harel-Sterling

2023

Can. Med. Ed. J

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Background: There is an increasing need and interest in teaching point-of-care ultrasound (POCUS) online. The objective of this study was to systematically review the literature regarding e-learning as a method for teaching POCUS in medical education, to assess the benefits and limitations of various styles of e-learning for POCUS, and to identify gaps in the literature that could help guide future research in this field. Methods: A literature search was conducted on three databases including MEDLINE (Ovid), EMBASE and Cochrane Central Register of Controlled Clinical Trials on October 12, 2021, retrieving a total of 1630 studies. 31 studies met the inclusion and exclusion criteria. These studies were separated into different styles of e-learning and learner outcomes were analyzed based on Kirkpatrick’s hierarchy. Results: The studies were categorized into 3 styles of e-learning: a) blended learning b) online-only (asynchronous or synchronous) and c) use of handheld machines or telesonography. POCUS knowledge and image interpretation were successfully taught online, however online-only learning for image acquisition was not as consistently effective. Blended learning and telesonography were beneficial for learning image acquisition skills. Generally, novice learners benefited most from e-learning. Conclusion: E-learning for POCUS is gaining in popularity in recent years. POCUS is a complex technical skill, and depending on the individual task being taught, different styles of e-learning may be more successful. These findings can inform future POCUS educational programs.

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Can ultrasound novices develop image acquisition skills after reviewing online ultrasound modules?

Cited by 17 publications

References 22 publications

Assessing the Use of Telepresence-Guided Video-Based Head and Neck Ultrasound Training: A Step towards Minimizing Dependence on Human Resources?

Assessing the Use of Telepresence-Guided Video-Based Head and Neck Ultrasound Training: A Step towards Minimizing Dependence on Human Resources?

Design of a point‐of‐care ultrasound curriculum for pediatric emergency medicine fellows: A Delphi study

Can you teach a hands-on skill online? A scoping review of e-learning for point-of-care ultrasound in medical education

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