Critical care ultrasound training: A survey of US fellowship directors

Mosier, Jarrod; Malo, Joshua; Stolz, Lori; Bloom, John W.; Reyes, Nathaniel; Snyder, Linda; Adhikari, Srikar

doi:10.1016/j.jcrc.2014.03.006

Cited by 76 publications

(81 citation statements)

References 25 publications

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“…Previous studies regarding barriers to POCUS implementation have also described factors such as a lack of time and/or training, and cost of training and equipment. [15,16] Overall, a lack of robust evidence on the effectiveness of POCUS might be an important barrier to encourage use of the technology.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of education in point-of-care ultrasound-assisted physical examinations in an emergency department

2017

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Implementation of point-of-care ultrasonography (POCUS)-assisted physical examination (PE) in emergency departments (EDs) was conducted in the ED of an urban tertiary teaching hospital. This study examines the effect of POCUS implementation in emergency medicine departments by using a systematic education program on image acquisition to analyze decision making.Educating staff on POCUS involved a technique related to image acquisition and then accurately diagnosing subsequent POCUS results. The quasi-experimental, uncontrolled before-and-after study was performed to evaluate the education effect. POCUS orders for eligible patients, length of stay (LOS) in ED, and return visits (RVs) to ED between the “before” period (March 1, 2015 to February 28, 2016) and the “after” period (March 1, 2016 to February 28, 2017) were compared. Piecewise regression was used to assess trend differences of LOS and RVs between the periods.A total of 16,942 and 16,287 patients were included in the before and after periods of education, respectively. During the study periods, 966 (6%) and 2801 (18%) POCUS were ordered, respectively (rate difference = 12%; P < .001). Before the education, the median LOS was 6.55 (interquartile rage [IQR]: 6.2–6.75) and the trend slope of LOS was −0.01. After the education, the median LOS was 5.25 (IQR: 4.85–5.45) and the trend slope (the change of which was considered significant, at a P value of .012) was −0.15. Before the education, the median RV rate was 6.4% (IQR: 6.15–6.65) and the trend slope of RVs was −0.01. After the education, the median RVs was 5.25% (IQR: 4.95–5.35) and the trend slope of RVs was also significant, at −0.11.The education of POCUS-PE in ED successfully increased use of POCUS, and reduced the LOS and RV rate in ED.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of education in point-of-care ultrasound-assisted physical examinations in an emergency department

2017

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“…Nine trainees who did not undergo the rotation due to leaving the program [1], fixed rotation scheduling conflict [1], prior ultrasound training [3], and completed the rotation after the study period [4]. Evaluations of the CCUS rotation were completed by 7 (35%) of the trainees with an average summative rotation score of 6.4 of 7 (1 = very poor, 7 = exceptional) on a Likert scale.…”

Section: Resultsmentioning

confidence: 99%

“…In a recent survey of critical care program directors in the United States [4], it was revealed that a minority of programs has curricula for CCUS. Instead, they rely on informal bedside instruction of this skill.…”

Section: Discussionmentioning

confidence: 99%

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The utility of remote supervision with feedback as a method to deliver high-volume critical care ultrasound training

Arntfield

2015

Journal of Critical Care

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“…Ninety‐two percent of responding programs felt POCUS education was important and 80% recommended incorporating training into their curriculum; however, few programs offered specific POCUS training curricula (such as lung and pleural [74%], cardiac [55%], vascular diagnostic [33%], and abdominal [37%]) due to the limited experience amongst faculty (41%) . In 2014, Mosier et al again surveyed critical care training programs and found a similar lack of formal POCUS curricula (42%) or trained faculty (<33%) with most programs relying on informal bedside teaching (77%) …”

Section: Introductionmentioning

confidence: 99%