Development of and Gathering Validity Evidence for a Theoretical Test in Thoracic Ultrasound

Pietersen, Pia Iben; Konge, Lars; Madsen, Katrine Rich; Bendixen, Morten; Maskell, Nick A; Rahman, Najib M.; Graumann, Ole; Laursen, Christian B.

doi:10.1159/000500146

Cited by 15 publications

(29 citation statements)

References 34 publications

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“…Several studies assess new operators' theoretical knowledge by using theoretical tests [270][271][272][273]. All studies showed increased knowledge regardless of the learning method used, but only one study presented validity evidence for the theoretical test that was used [274].…”

Section: Trainingmentioning

confidence: 99%

European Respiratory Society statement on thoracic ultrasound

et al. 2020

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Thoracic ultrasound is increasingly considered to be an essential tool for the pulmonologist. It is used in diverse clinical scenarios, including as an adjunct to clinical decision making for diagnosis, a real-time guide to procedures, and a predictor or measurement of treatment response. The aim of this European Respiratory Society task force was to produce a statement on thoracic ultrasound for pulmonologists using thoracic ultrasound within the field of respiratory medicine. The multidisciplinary panel performed a review of the literature, addressing major areas of thoracic ultrasound practice and application. The selected major areas include equipment and technique, assessment of the chest wall, parietal pleura, pleural effusion, pneumothorax, interstitial syndrome, lung consolidation, diaphragm assessment, intervention guidance, training, and the patient perspective. Despite the growing evidence supporting the use of thoracic ultrasound, the published literature still contains a paucity of data in some important fields. Key research questions for each of the major areas were identified, which serve to facilitate future multi-centre collaborations and research to further consolidate an evidence-based use of thoracic ultrasound, for the benefit of the many patients being exposed to clinicians using thoracic ultrasound.

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Section: Trainingmentioning

confidence: 99%

European Respiratory Society statement on thoracic ultrasound

et al. 2020

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“…The study did not explore the overall educational strategy in thoracic ultrasound. The content of the theoretical part was identical in all three groups and predetermined based on a Delphi-like method including experts in thoracic ultrasound from different specialties in another study [14]. Physicians from different specialties, departments, or institutions might have different approaches and different educational needs which should be considered in future training programs.…”

Section: Discussionmentioning

confidence: 99%

“…A proposal for future educational training programs could be the following: theoretical session (classroom-based lectures or online web-based education) ending with a theoretical test for ensuring sufficient theoretical knowledge [14]. Practical hands-on training either in a clinical setting, scanning patients without the scanning influencing the patient flow or in a simulated setting scanning healthy volunteers or colleagues.…”

Section: Discussionmentioning

confidence: 99%

“…When enrolled, all included physicians completed an online theoretical session in sonographic physics, knobology, TUS protocol, sonographic anatomy, normal TUS, and pathological TUS. Participants had to pass a theoretical test developed and validated prior to this study in order to reach sufficient theoretical knowledge prior to hands-on training [14]. The theoretical educational program was presented as an online platform comprising text, podcasts, and ultrasound clips and was provided by publishing company, Munksgaard [15].…”

Section: Methodsmentioning

confidence: 99%

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Training Thoracic Ultrasound Skills: A Randomized Controlled Trial of Simulation-Based Training versus Training on Healthy Volunteers

et al. 2021

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Introduction: As ultrasound becomes more accessible, the use of point-of-care ultrasound examinations performed by clinicians has increased. Sufficient theoretical and practical skills are prerequisites to integrate thoracic ultrasound into a clinical setting and to use it as supplement in the clinical decision-making. Recommendations on how to educate and train clinicians for these ultrasound examinations are debated, and simulation-based training may improve clinical performance. Objectives: The aim of this study was to explore the effect of simulation-based training in thoracic ultrasound compared to training on healthy volunteers. Method: A total of 66 physicians with no previous experience in thoracic ultrasound completed a training program and assessment of competences from November 2018 to May 2019. After a theoretical session in ultrasound physics, sonoanatomy, and thoracic ultrasound, the physicians were randomized into one of three groups for practical training: (1) simulation-based training, (2) training on a healthy volunteer, or (3) no training (control group). Primary outcome was difference in the clinical performance score after the training period. Results: Using a multiple comparison, ANOVA with Bonferroni correction for multiplicity, there was no statistical significant difference between the two trained groups’ performance score: 45.1 points versus 41.9 points (minimum 17 points, maximum 68 points; p = 0.38). The simulation-based training group scored significantly higher than the control group without hands-on training, 36.7 points (p = 0.009). Conclusions: The use of simulation-based training in thoracic ultrasound does not improve the clinical performance score compared to conventional training on healthy volunteers. As focused, thoracic ultrasound is a relatively uncomplicated practical procedure when taught; focus should mainly be on the theoretical part and the supervised clinical training in a curriculum. However, simulation can be used instead or as an add-on to training on simulated patients.

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“…In our study, all test participants had a relatively high level of US experience (equivalent to EFSUMB level I or higher), and thus our lowest proficiency group could be classified as "CEUS-naı ¨ve US intermediates." Several similar studies of theoretical test development within medical education compare test performance of medical students and specialists, which are the two extremes of proficiency level (Jørgensen et al 2019;Pietersen et al 2019). Naturally, when comparing very high and very low proficiency groups, the likelihood of observing a significant difference in test scores is higher, and the probability of false negatives and positives when establishing a pass/fail score is lower.…”

Section: Relationship To Other Variablesmentioning

confidence: 99%