Lessons Learned from a Study of the Integration of a Point-of-Care Ultrasound Course into the Undergraduate Medical School Curriculum

Zawadka, Mateusz; Graczyńska, Agata; Janiszewska, Anna; Ostrowski, Andrzej; Michałowski, Maciej; Rykowski, Michał; Andruszkiewicz, Paweł

doi:10.12659/msm.914781

Cited by 17 publications

(14 citation statements)

References 22 publications

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“…We have shown that a 2-day hands-on ultrasound course is a solid first step in an ultrasound curriculum for internal medicine. Participants perceive they have sufficient knowledge and skills to perform POCUS in real practice, which is in line with the effect of other ultrasound courses and ultrasound curricula [7][8][9][10]. It should be noted that the number of post-course responders is lower as compared to pre-course responders, which possesses a high risk of bias.…”

Section: Discussionsupporting

confidence: 64%

Life after a point-of-care ultrasound course: setting up the right conditions!

Olgers¹,

Azizi²,

Bouma

et al. 2020

Ultrasound J

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Background: Point-of-care Ultrasound (POCUS) is becoming an important diagnostic tool for internal medicine and ultrasound educational programs are being developed. An ultrasound course is often included in such a curriculum. We have performed a prospective observational questionnaire-based cohort study consisting of participants of a POCUS course for internal medicine in the Netherlands in a 2-year period. We investigated the usefulness of an ultrasound course and barriers participants encountered after the course. Results: 55 participants (49%) completed the pre-course questionnaire, 29 (26%) completed the post-course questionnaire, 11 participants (10%) finalized the third questionnaire. The number of participants who performs POCUS was almost doubled after the course (from 34.5 to 65.5%). Almost all participants felt insufficiently skilled before the course which declined to 34.4% after the course. The majority (N = 26 [89.7%]) stated that this 2-day ultrasound course was sufficient enough to perform POCUS in daily practice but also changed daily practice. The most important barriers withholding them from performing ultrasound are lack of experts for supervision, insufficient practice time and absence of an ultrasound machine. Conclusions: This study shows that a 2-day hands-on ultrasound course seems a sufficient first step in an ultrasound curriculum for internal medicine physicians to obtain enough knowledge and skills to perform POCUS in clinical practice but it also changes clinical practice. However, there are barriers in the transfer to clinical practice that should be addressed which may improve curriculum designing.

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Section: Discussionsupporting

confidence: 64%

Life after a point-of-care ultrasound course: setting up the right conditions!

Olgers¹,

Azizi²,

Bouma

et al. 2020

Ultrasound J

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“…15 competence and self-confidence with time has also been demonstrated in medical students and academic physician faculty. 9,[16][17][18] The utility of recognizing the Dunning-Kruger Effect is helping junior physicians navigate their professional development, clinical expertise, and sense of self-confidence. It encourages physicians to be introspective, recognize their weaknesses, and beware of the limitations of self-confidence as a measure of clinical competency.…”

Section: Applicability To Residency Trainingmentioning

confidence: 99%

Medical Trainees and the Dunning–Kruger Effect: When They Don’t Know What They Don’t Know

Rahmani

2020

Journal of Graduate Medical Education

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wrote a seminal article titled ''Unskilled and Unaware of It: How Difficulties in Recognizing One's Own Incompetence Lead to Inflated Self-Assessments.'' 1 They described 4 experiments in which they asked college students to estimate their performance on tests involving humor, grammar, and logic. They were struck by the finding that students who performed poorly often grossly overestimated their performance. They also noticed that students who objectively performed well often subjectively underestimated their performance. This phenomenon is commonly known as the Dunning-Kruger Curve or the Dunning-Kruger Effect. It attempts to explain why people experience a blind spot when gauging their competence. Dunning and Kruger suggested that People hold overly favorable views of their abilities in many social and intellectual domains. .. this overestimation occurs, in part, because people who are unskilled in these domains suffer a dual burden: Not only do these people reach erroneous conclusions and make unfortunate choices, but their incompetence robs them of the metacognitive ability to realize it. 1

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“…Published programs have demonstrated the feasibility of integrating a POCUS curriculum into UGME and emerging data suggests that students perceive value in this effort. Focused ultrasonography can be used as a useful aid in teaching anatomy to medical students, learning physical exam skills; and has been received quite positively by medical students at several institutions [8,21]. A national survey of 82 medical schools, where 51 report some ultrasound integration into UGME, found that > 90% of students preferred ultrasound incorporated into their program, > 80% Fig.…”

Section: Discussionmentioning

confidence: 99%

“…Only a handful of schools reported the impact of ultrasound education UGME in measurable formats like enhanced performance on standardized tests, enhanced physical exam skills by providing real time visual feedback on examination finding, improving the diagnostic accuracy of pathological exam findings, enhancing critical thinking skills by providing real time information corroborating or refuting differential diagnosis [5,[18][19][20][21]. One school conducted a retrospective analysis of the Comprehensive Osteopathic Medical Licensing Examination of the United States (COMLEX-USA) level 1 scores in anatomy, diagnostic technology, and osteopathic principals and practice.…”

Section: Evaluation Of Programmentioning

confidence: 99%

Scoping review of implementing a longitudinal curriculum in undergraduate medical education: The wake forest experience

et al. 2021

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Background Hands-on ultrasound experience has become a desirable component for undergraduate medical education (UGME) curricula throughout medical schools in the United States (US) to enhance readiness for future training. Ultrasound integration can be a useful assistive educational method in undergraduate medical education to improve anatomy and physiology skills. Relatively few medical schools have integrated ultrasound experiences formally into their 4-year medical school curriculum due to limitations of a resource intensive set up. Methods We undertook a scoping review of published UGME ultrasound curricula integrated into all four years in peer-reviewed as well online literature. In addition, we provide a narrative review of our institutional experience in conceptualization, design and implementation of UGME ultrasound curriculum driven by need to address the fading knowledge in anatomy and physiology concepts beyond pre-clinical years. Results Integrated ultrasound curriculum at WFSOM utilizes focused ultrasonography as a teaching aid for students to gain a more thorough understanding of basic and clinical science concepts taught in the medical school curriculum. We found 18 medical schools with ultrasound curricula published in peer-reviewed literature with a total of 33 ultrasound programs discovered by adding Google search and personal communication Conclusions The results of the review and our institutional experience can help inform future educators interested in developing similar curricula in their undergraduate programs. Common standards, milestones and standardized competency-based assessments would be helpful in more widespread application of ultrasound in UGME curricula.

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Lessons Learned from a Study of the Integration of a Point-of-Care Ultrasound Course into the Undergraduate Medical School Curriculum

Cited by 17 publications

References 22 publications

Life after a point-of-care ultrasound course: setting up the right conditions!

Life after a point-of-care ultrasound course: setting up the right conditions!

Medical Trainees and the Dunning–Kruger Effect: When They Don’t Know What They Don’t Know

Scoping review of implementing a longitudinal curriculum in undergraduate medical education: The wake forest experience

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