2013
DOI: 10.1007/s00268-013-2408-8
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Focused Assessment Sonography for Trauma (FAST) Training: A Systematic Review

Abstract: Standardization of FAST training is important to improving the clinical impact of FAST. Different models used in FAST training are complementary; each has its own advantages and disadvantages. It is recommended that FAST courses be at least 2 days (16 h) long. The first day should include 4 h of theory and 4 h of training on normal human models. The second day should enforce learning using animal models, case scenarios including video clips, or simulators.

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Cited by 48 publications
(47 citation statements)
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“…In that study, the specificity of ultrasonographic diagnosis was found to be comparable between the two groups. A recent systematic review recommended that a FAST course should be at least 16 hours of duration, including the following: 4 hours of theory, 4 hours of training on normal human models, and 8 hours of learning using animal models, case scenarios by video clips, or simulators [10].…”
Section: Focused Assessment With Sonography For Traumamentioning
confidence: 99%
“…In that study, the specificity of ultrasonographic diagnosis was found to be comparable between the two groups. A recent systematic review recommended that a FAST course should be at least 16 hours of duration, including the following: 4 hours of theory, 4 hours of training on normal human models, and 8 hours of learning using animal models, case scenarios by video clips, or simulators [10].…”
Section: Focused Assessment With Sonography For Traumamentioning
confidence: 99%
“…A recent review [6] showed that such a concept is still lacking. After analyzing 52 studies, the authors reported that on average four hours were used for theory training (range: 1-16 hours) and four hours for the hands-on component (range: 1-32 hours, 34 included studies).…”
Section: Dissemination and Trainingmentioning
confidence: 99%
“…These simulator metrics can be used for formative feedback as well as to determine when operators have achieved the skills needed for clinical practice. However, built‐in simulator metrics are not always valid markers of competence . In other words, built‐in metrics often fail to discriminate between groups with different levels of competence .…”
mentioning
confidence: 99%
“…However, built-in simulator metrics are not always valid markers of competence. [17][18][19][20][21] In other words, built-in metrics often fail to discriminate between groups with different levels of competence. 22 The validity and reliability of simulation-based assessments must therefore be examined to rely on their use for evaluating when trainees have acquired certain performance standards.…”
mentioning
confidence: 99%