Is Basic Emergency Ultrasound Training Feasible as Part of Standard Undergraduate Medical Education?

Gogălniceanu, Petruţ; Sheena, Yezen; Kashef, Elika; Purkayastha, Sanjay; Darzi, Ara; Paraskeva, Paraskevas

doi:10.1016/j.jsurg.2010.02.008

Cited by 127 publications

(149 citation statements)

References 8 publications

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“…As others have reported, 2,5,9,12,16 students welcomed the introduction of PU into anatomy teaching, valued opportunities to see and/or use an imaging modality which they anticipated using in the future 6,10,17,18 and (indicative of their enjoyment and perceived value of the sessions) they wanted more frequent and longer US sessions. 2,[9][10][11][12]19 Overall, MS-A students responded more positively than MS-B students.…”

Section: Introduction To Pu As An Imaging Technology and A Teaching Toolmentioning

confidence: 82%

Using ultrasound to teach anatomy in the undergraduate medical curriculum: an evaluation of the experiences of tutors and medical students

Patten

2014

Ultrasound

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This paper describes the experiences of staff and students at two UK medical schools, who introduced portable ultrasound (PU) as an imaging technology to deliver clinical anatomy teaching and to aid skill development in interpretation of cross-sectional anatomy (CSA). A sonographer contributed to curriculum design and teaching, but mostly anatomy tutors delivered the teaching. This case study method evaluates staff and student perspectives on the ultrasound-based anatomy teaching. Quantitative data and qualitative data were collected and analysed. Staff were positive about the experience. They described their expectations for students and solutions for practical issues regarding the teaching, but were concerned about their competency in scanning and wanted bespoke training for sonoanatomy teaching. Curriculum development was accelerated through engagement with a sonographer and an ultrasound champion. Students were extremely positive about their experience; they valued the expertise of a sonographer who taught more challenging sonoanatomy, but were equally positive regarding teaching sessions led by well-trained anatomy tutors who taught more simple sonoanatomy. Students affirmed most tutors' expectations that ultrasound could reinforce existing anatomical knowledge, added clinical contextualisation, but not that use of ultrasound (US) assisted in interpreting CSA. Students valued the introduction to the technology and found sonoimage interpretation challenging, but not insurmountable. Students wanted more instruction on ultrasound physics, an expansion of ultrasound curriculum, with smaller groups and opportunities to scan volunteers. These data support the case for the use of PU to deliver anatomy teaching and to prime medical students for later clinical encounters with PU.

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Section: Introduction To Pu As An Imaging Technology and A Teaching Toolmentioning

confidence: 82%

Using ultrasound to teach anatomy in the undergraduate medical curriculum: an evaluation of the experiences of tutors and medical students

Patten

2014

Ultrasound

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“…Published data indicate that EM educators have used OSCEs to assess multiple patient care competencies using a variety of clinical scenarios. 59 The American Board of Emergency Medicine (ABEM) oral examination format has been adapted to include assessments of core competencies into the critical actions of oral examinations based on changes to the Model of the Clinical Practice of Emergency Medicine. 60 OSCEs have also been used to assess specific patient care tasks within EM, such as death disclosure 61 and intimate partner violence counseling.…”

Section: Overview Of Assessment Methods Identifiedmentioning

confidence: 99%

Section: Overview Of Assessment Methods Identifiedmentioning

confidence: 99%

“…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.The reliability of OSCE assessment has been demonstrated through interobserver agreement 64,65 and internal consistency. 66 Quest et al 61 demonstrated good correlation of faculty and standardized patient ratings of resident performance; however, there was poor correlation between resident self-assessment and both faculty and standardized patient ratings, raising the question of the reliability of self-assessment using an OSCE format.…”

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confidence: 99%

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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...

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“…8 Numerous studies have shown that competence in such PoCUS protocols, including the Focused Assessment with Sonography for Trauma 9 and Prehospital Assessment with Ultrasound for Emergencies 10 can be achieved after short intensive training. The Abdominal and Cardiac Evaluation with Sonography in Shock (ACES) protocol, previously described by Atkinson et al in 2009, 11 is a structured six-view PoCUS approach for patients in shock (Figure 1).…”

Section: Résumémentioning

confidence: 99%

Effect of a point-of-care ultrasound protocol on the diagnostic performance of medical learners during simulated cardiorespiratory scenarios

Parks

Verheul

LeBlanc-Duchin

et al. 2015

CJEM

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Background: Goal-directed point-of-care ultrasound (PoCUS) protocols have been shown to improve the diagnostic accuracy of the initial clinical assessment of the critically ill patient. The diagnostic impact of the Abdominal and Cardiac Evaluation with Sonography in Shock (ACES) protocol was assessed in simulated emergency medical scenarios. Methods: Following a focused PoCUS training program, the diagnostic accuracy, confidence, and precision of 12 medical learners participating in standardized scenarios were tested using high-fidelity clinical and ultrasound simulators. Participants were assessed during 72 simulated cardiorespiratory scenarios. Differential diagnoses were collected from participants before and after PoCUS in each scenario, and confidence surveys were completed. Data were analysed using R software. Results: Prior to PoCUS, 45 (62.5%) correct primary diagnoses were made compared with 64 (88.9%) following PoCUS (χ 2 = 14, 1df, p = 0.0002).PoCUS was also shown to increase

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Is Basic Emergency Ultrasound Training Feasible as Part of Standard Undergraduate Medical Education?

Cited by 127 publications

References 8 publications

Using ultrasound to teach anatomy in the undergraduate medical curriculum: an evaluation of the experiences of tutors and medical students

Using ultrasound to teach anatomy in the undergraduate medical curriculum: an evaluation of the experiences of tutors and medical students

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

Effect of a point-of-care ultrasound protocol on the diagnostic performance of medical learners during simulated cardiorespiratory scenarios

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