Point‐of‐Care Ultrasound Education

Abstract

This article reviews the current technology, literature, teaching models, and methods associated with simulation-based point-of-care ultrasound training. Patient simulation appears particularly well suited for learning point-of-care ultrasound, which is a required core competency for emergency medicine and other specialties. Work hour limitations have reduced the opportunities for clinical practice, and simulation enables practicing a skill multiple times before it may be used on patients. Ultrasound simulators can be categorized into 2 groups: low and high fidelity. Low-fidelity simulators are usually static simulators, meaning that they have nonchanging anatomic examples for sonographic practice. Advantages are that the model may be reused over time, and some simulators can be homemade. High-fidelity simulators are usually high-tech and frequently consist of many computer-generated cases of virtual sonographic anatomy that can be scanned with a mock probe. This type of equipment is produced commercially and is more expensive. High-fidelity simulators provide students with an active and safe learning environment and make a reproducible standardized assessment of many different ultrasound cases possible. The advantages and disadvantages of using low- versus high-fidelity simulators are reviewed. An additional concept used in simulation-based ultrasound training is blended learning. Blended learning may include face-to-face or online learning often in combination with a learning management system. Increasingly, with simulation and Web-based learning technologies, tools are now available to medical educators for the standardization of both ultrasound skills training and competency assessment.

Educational standards for training paramedics in ultrasound: a scoping review

“…Training duration ranged from a short 2-min orientation session to two days with most sessions completed over a one-day course. Of interest, the literature reports POCUS curricula being implemented for physicians as early as the first year of medical school [32]. In one study, Golgalniceanu et al enrolled third and fifth year students in a 5-h FAST course of which 85% of students completed a full FAST scan at an adequate level of performance in under 6-min [33].…”

“…Blended learning that integrates face-to-face learning with computer-mediated online components has recently been reported as an effective approach for efficient learning and skill acquisition in POCUS [32, 34]. In this scoping review only two studies included an additional online component [22, 27].…”

Resident-Perceived Benefit of a Diagnostic and Interventional Musculoskeletal Ultrasound Curriculum

“…Most current US curricula use a blended approach, with both virtual or Web-based simulation and real-time patient encounters. 10 The authors highlight several aspects of their newly implemented curriculum that made it successful, including expert faculty mentorship, resident peer-to-peer teaching and independent study, availability of US machines, clinical rotations that provide experience in MSUS, and collaboration with other departments at the authors’ affiliated hospitals.…”

High-Fidelity Simulation in Occupational Therapy Curriculum: Impact on Level II Fieldwork Performance

“…Low-Fidelity Simulation (LFS), in contrast, is more cost-effective but consists of static equipment or mannequins versus the dynamic capabilities of HFS (Lewiss et al, 2014). LFS may include case studies or role-playing with standard mannequins.…”

“…The students gain exposure to potential scenarios and are able to reflect with evaluators after engaging in the experience (Saaranen, Vaajoki, Kellomaki, & Hyvarinen, 2015). Each simulation's level of fidelity-described as faithfulness to duplication of the real situation-varies based on constraints, such as cost, technology, and time (Lewiss et al, 2014).…”