Comparison of Hands-On Versus Online Learning in Teaching Ultrasound Skills for Achilles Tendon Rupture: A Pilot Study

Abstract

In the emergency department, the diagnosis of an Achilles tendon rupture (ATR) is reportedly missed in greater than 20% of cases. A limited number of studies evaluate the use of cadaver models as a potential ultrasound teaching and training modality. We hypothesize that emergency medicine residents can effectively utilize point-of-care ultrasound (POCUS) on cadaver models and a focused teaching intervention to assess their ability to detect ATRs. Methods A prospective study of 23 EM residents was performed. All participants in the study were divided into two learner groups: (a) independent and (b) hands-on. The independent learner group received a 30-minute online didactic lecture demonstrating how to diagnose ATRs. The hands-on learner group received direct instruction on cadaver lower leg models with a ruptured and normal Achilles tendon (AT). Both groups then participated in identifying either normal or ruptured ATs on six cadaver lower leg models. Results The sensitivity and specificity were 89% and 82% in the independent learner group 96% and 100% in the hands-on learner group, respectively. The overall sensitivity and specificity were 91% and 88%, respectively. There was a trend toward successful identification with increased years of residency training. Conclusions In this study, lower leg and ankle cadaver models were found to be as effective as an independent learner model for potential POCUS teaching and training modality in both novice and more advanced trainees.

Implementation and assessment of a pediatric point-of-care ultrasound training course in Japan: a pilot study

“…A previous study showed that there was no difference between web-based learning and face-to-face education in the acquisition of knowledge in EFAST use [27]. In addition, other studies demonstrated that online learning showed non-inferiority in terms of skill acquisition in cardiac and musculoskeletal US [28,29]. Thus, online education can be a viable alternative to traditional face-to-face learning in pediatric POCUS training.…”

Implementation and Assessment of a Hybrid Training Course on Point-of-Care Pediatric Ultrasound in Vietnam During the COVID-19 Pandemic

“…Another study demonstrated the non-inferiority of web-based learning to face-to-face education in knowledge acquisition of EFAST [ 15 ]. In addition, other studies demonstrated that online learning was non-inferior in terms of skill acquisition in the cardiac and musculoskeletal US [ 16 , 17 ]. A comparative study demonstrated no significant differences in knowledge acquisition between hybrid and traditional in-person POCUS training courses [ 24 ].…”

“…In this situation, most lectures and conferences have moved online or have combined face-to-face teaching with online tutorials [14]. Some studies have demonstrated the effectiveness of this teaching method [15][16][17].…”

Teaching Seasoned Doctors New Technology: An Intervention to Reduce Barriers and Improve Comfort With Clinical Ultrasound

“…EM physicians have previously identified barriers to CUS utilization, including a lack of confidence and comfort in operating the machine, obtaining images, interpreting images within the core modalities, and documentation of examinations [17][18][19][20]. While there are examples of train-the-trainer, ultrasound workshops in critical care settings, targeted organ pathology, and simulation cases, there is a paucity of CUS educational approaches that specifically address these barriers and target the needs of non-certified practicing EM physicians [21][22][23][24][25].…”