Feasibility of a focused ultrasound training programme for medical undergraduate students

Wong, Ivan; Jayatilleke, Thilina; Kendall, Richard; Atkinson, Paul

doi:10.1111/j.1743-498x.2010.00416.x

Cited by 84 publications

(79 citation statements)

References 9 publications

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“…Dinh et al [46] found that students that had ultrasound incorporated into their physical examination curriculum obtained greater OSCE scores than a cohort of students that took the exams prior to the introduction of ultrasound, in the same medical school. The educational interventions found here range from those that teach students to scan a wide range of anatomy [47,48] or regional anatomy [49] to more focused exams of the vascular [50][51][52], abdominal [53][54][55], head and neck [56], cardiac [57,58] and respiratory [59] systems. Some institutions taught students ultrasound-specific protocols such as FAST [60][61][62] or USEFUL [63] scans.…”

Section: Learning Category-incorporation Of Ultrasound Into Teaching mentioning

confidence: 99%

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

et al. 2017

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Introduction Increasingly, medical schools are integrating Point of Care Ultrasound (POCUS) into their curricula. This review investigated the available literature on how best to integrate POCUS in the teaching of medical students and the benefits of doing so. Methods Given the heterogeneous literature that has emerged on POCUS education, a scoping review was conducted. Relevant medical databases, including PubMed, MEDLINE, PsycINFO, EMBASE and CINAHL, were searched between January 1980 and August 2016, using keywords identified by the authors. Inclusion criteria were as follows: prospective or retrospective studies, observational or intervention studies, and studies describing how medical students learn to use ultrasound. Results The literature search yielded 593 articles, of which 128 met the inclusion criteria. Studies that met the inclusion criteria were sub-categorised under the following headings: those that described or evaluated an ultrasound curriculum, those that employed ultrasound as a means of teaching another topic in the curriculum (i.e., anatomy, physical examination, physiology, invasive procedures), those that investigated the learning curve of ultrasound education and those that employed adjuncts or peer mentoring to teach ultrasound. Conclusions The reviewed literature indicates that the integration of ultrasound in undergraduate medical education is both feasible and beneficial to medical students. This article is intended to inform medical educators aiming to integrate ultrasound into their medical school curricula.

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Section: Learning Category-incorporation Of Ultrasound Into Teaching mentioning

confidence: 99%

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

et al. 2017

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“…Moreover, the development of fully capable, small-sized portable ultrasounds represents an important technological advance that may aid its use in community-level contexts or acute care centers in resource-limited settings. Similarly, training of diagnostic ultrasound to clinicians with a course involving theoretical and practical training, and ongoing mentoring with postcourse supervision and accreditation may provide a high standard of practice [26][27][28]. We sought to characterize agreement between WHO algorithm for pneumonia with lung consolidation identified by point-of-care ultrasound and to determine the feasibility of point-of-care ultrasound in resource-limited settings for the diagnosis of childhood pneumonia by trained general health practitioners following a 7-day standardized training course.…”

Section: Introductionmentioning

confidence: 99%

Agreement Between the World Health Organization Algorithm and Lung Consolidation Identified Using Point-of-Care Ultrasound for the Diagnosis of Childhood Pneumonia by General Practitioners

Chavez

Naithani

Gilman

et al. 2015

Lung

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“…62 While OSCEs have limited use in procedural training, standardized patients have been used for noninvasive nonpainful procedural training and assessment such as ultrasound. OSCEs have been used to evaluate ultrasonography of the abdominal aorta, 63 as well as the completion of the Focused Assessment with Sonography in Trauma examination. 59 In many of these circumstances the OSCE is used to evaluate the effectiveness of an educational intervention, either through comparison of pre-and posttesting or through comparison of study and control groups.…”

Section: Overview Of Assessment Methods Identifiedmentioning

confidence: 99%

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

Takayesu

Kulstad

Wallenstein

et al. 2012

Academic Emergency Medicine

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There is an established expectation that physicians in training demonstrate competence in all aspects of clinical care prior to entering professional practice. Multiple methods have been used to assess competence in patient care, including direct observation, simulation-based assessments, objective structured clinical examinations (OSCEs), global faculty evaluations, 360-degree evaluations, portfolios, self-reflection, clinical performance metrics, and procedure logs. A thorough assessment of competence in patient care requires a mixture of methods, taking into account each method's costs, benefits, and current level of evidence. At the 2012 Academic Emergency Medicine (AEM) consensus conference on educational research, one breakout group reviewed and discussed the evidence supporting various methods of assessing patient care and defined a research agenda for the continued development of specific assessment methods based on current best practices. In this article, the authors review each method's supporting reliability and validity evidence and make specific recommendations for future educational research.ACADEMIC EMERGENCY MEDICINE 2012; 19:1379-1389 by the Society for Academic Emergency Medicine I n 2001, the Accreditation Council for Graduate Medical Education (ACGME) introduced a timeline for the implementation of training and assessment in six core competencies that form the foundation of clinical competence. Introduced in 1996, the Canadian CanMEDS manager competency correlates to the AC-GME patient care competency, broadly defined as "the active engagement in decision-making in the operation of the healthcare system."1 The patient care competency for emergency medicine (EM) has been defined by a previous Academic Emergency Medicine (AEM) consensus conference, 2 now further elaborated on by the milestones in training, 3 as being able to efficiently gather and synthesize medical and diagnostic information, prioritize tasks, and implement management plans on multiple patients, as well as performing essential invasive procedures competently.There is an explicit expectation that physicians in training demonstrate competence in various aspects of clinical care prior to graduation and professional practice. 4 While this accountability falls squarely on the shoulders of residency training programs, it is mirrored by commensurate expectations of maintenance of competency during ongoing professional practice.The goals of the 2012 AEM consensus conference patient care working group were to describe the current state of evidence for assessment of competence in patient care and define a research agenda for the further development of specific assessment methods based on current best practices. METHODSA search was conducted using MEDLINE 1996-present using the key word search terms "assessment," "patient care," "competency," "competence," "assess*," "emergency," and "education" and limited to humans and English language [boolean search: ((assessment and patient care AND (competency or competence)) OR (assess* a...

show abstract

Feasibility of a focused ultrasound training programme for medical undergraduate students

Cited by 84 publications

References 9 publications

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

Agreement Between the World Health Organization Algorithm and Lung Consolidation Identified Using Point-of-Care Ultrasound for the Diagnosis of Childhood Pneumonia by General Practitioners

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

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