Point-of-Care Ultrasound for Internal Medicine Residency Training: A Position Statement from the Alliance of Academic Internal Medicine

LoPresti, Charles M.; Jensen, Trevor; Dversdal, Renee K.; Astiz, Donna J.

doi:10.1016/j.amjmed.2019.07.019

Cited by 69 publications

(53 citation statements)

References 29 publications

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“…Although many ultrasound curricula already exist, some of which are very extensive, it is questionable if every country can fully adopt these curricula due to local and national differences in healthcare structure [9,10]. Also, there is no consensus at this moment on the content of ultrasound curricula specifically for internal medicine [11,12]. It is necessary to make choices in core applications because IM is a large specialty with many subspecialties.…”

Section: Discussionmentioning

confidence: 99%

Point-of-care ultrasound curriculum for internal medicine residents: what do you desire? A national survey

Olgers

Maaten

2020

BMC Med Educ

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Background: Point-of-care Ultrasound is a relative new diagnostic tool for internists. Since 2019, it is a mandatory skill for internal medicine residents in the Netherlands but an ultrasound curriculum still has to be developed. In this study we explored the current ultrasound training program and educational wishes from internal medicine residents. Methods: We have undertaken a national study in March 2019 using an online questionnaire. All internal medicine residents in the Netherlands were invited to respond. Results: A total of 247 from 959 (26%) residents completed the questionnaire. The majority of residents (78.6%) received less than 10 h of ultrasound training and 40% has never made an ultrasound at all. Almost all residents (92%) indicate that ultrasound is a useful skill for the internist. They report that the most useful applications are ultrasound of the inferior vena cava, kidneys, abdominal free fluid, deep vein thrombosis, heart and lungs. The main perceived barrier to perform ultrasound is the lack of availability of experts for bedside supervision. Conclusion: This study confirms the need for a national ultrasound curriculum for internal medicine residents and may contribute to the development of an ultrasound curriculum in line with residents educational needs. We should begin the curriculum with the previously mentioned applications, perceived by internal residents as most useful. Additional applications can be appended in the future. Finally it is necessary to expand the number of experts to supervise the residents.

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Section: Discussionmentioning

confidence: 99%

Point-of-care ultrasound curriculum for internal medicine residents: what do you desire? A national survey

Olgers

Maaten

2020

BMC Med Educ

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“…Nationally and internationally, POCUS is increasingly incorporated in IM residency training programs over the last decade [7][8][9][10][11]. Recognizing the importance of POCUS in medical education, the Alliance of Academic Internal Medicine supports the integration of POCUS across the training continuum [12]. Despite the growing appetite for POCUS training, progress in expanding POCUS in IM has been slow.…”

Section: Introductionmentioning

confidence: 99%

Barriers to learning and using point-of-care ultrasound: a survey of practicing internists in six North American institutions

et al. 2020

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Background: Point-of-care ultrasound (POCUS) is increasingly used in internal medicine, but a lack of trained faculty continues to limit the spread of POCUS education. Using a framework based on organizational change theories, this study sought to identify barriers and enablers for hospital-based practicing internists to learn and use POCUS in clinical practice. Methods: We invited practicing internists at six North American institutions to participate in an electronic survey on their opinions regarding 39 barriers and enablers. Results: Of the 342 participants invited, 170 participated (response rate 49.3%). The top barriers were lack of training (79%), lack of handheld ultrasound devices (78%), lack of direct supervision (65%), lack of time to perform POCUS during rounds (65%), and lack of quality assurance processes (53%). The majority of participants (55%) disagreed or strongly disagreed with the statement "My institution provides funding for POCUS training." In general, participants' attitudes towards POCUS were favourable, and future career opportunities and the potential for billing were not considered significant factors by our participants in the decision to learn or use POCUS. Conclusions: This survey confirms the perceived importance of POCUS to practicing internists. To assist in closing faculty development gap, interventions should address training, supervision, quality assurance processes, availability of handheld devices, as well as dedicated time to perform POCUS during clinical care.

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“…Point-of-care ultrasound (POCUS) is becoming widely adopted across the eld of hospital medicine after becoming well established in elds with competency overlap such as Emergency Medicine and Pulmonary/Critical Care. 1,2 The reduction in procedural complications, improvement in diagnostic accuracy, and an increase in provider and patient satisfaction has pushed POCUS expansion. [3][4][5][6][7] In addition, the availability of less expensive ultrasound devices and the increasing accessibility of training programs have facilitated the growth of POCUS within general medicine, both in the inpatient and ambulatory settings.…”

Section: Introductionmentioning

confidence: 99%

Design and Evaluation of the I-SCAN Faculty POCUS Program

Janjigian

Dembitzer

Srisarajivakul-Kl

et al. 2020

Preprint

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IntroductionPoint-of-care ultrasound (POCUS) is becoming widely adopted with increasing accessibility of courses. Little is known about the optimal design of the introductory course or longitudinal training programs that are critical to success.AimTo evaluate the effectiveness of a comprehensive hospitalist POCUS training programSettingFour hospitals at an academic medical center.Program DescriptionThe program consisted of a 2-day introductory course and a longitudinal phase comprising clinical POCUS practice, clip uploading with online feedback, hands-on teaching, and monthly ultrasound conferences. Assessments were performed immediately before and after the 2-day course and after one year.Program EvaluationKnowledge increased from baseline to post 2-day (median score 58% and 85%, respectively, p<0.001) and decreased slightly at one year (median score 81%, p=0.012). After the 2-day introductory course, the median score for hands-on image acquisition skills, the principal metric of learner success, was 75%. After one year, scores were similar (median score 74%). Confidence increased from baseline to post 2-day (1.5 to 3.1 on a 4 point Likert scale from Not at all confident (1) to Very confident (4), p<0.001), and remained unchanged after one year (2.73). Course elements correlating with a passing score on the final hands-on test included number of clip uploads (r=0.85, p,0.001), attendance at hands-on sessions (r=0.7, p=0.001), and attendance at monthly conferences (r=0.50, p=0.03).DiscussionThe I-ScaN POCUS training program increased hospitalist knowledge, skill and confidence with maintained skill and confidence after one year. Uploading clips and attending hands-on teaching sessions were most correlative with learner success.

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Point-of-Care Ultrasound for Internal Medicine Residency Training: A Position Statement from the Alliance of Academic Internal Medicine

Cited by 69 publications

References 29 publications

Point-of-care ultrasound curriculum for internal medicine residents: what do you desire? A national survey

Point-of-care ultrasound curriculum for internal medicine residents: what do you desire? A national survey

Barriers to learning and using point-of-care ultrasound: a survey of practicing internists in six North American institutions

Design and Evaluation of the I-SCAN Faculty POCUS Program

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