Reliable and valid assessment of ultrasound operator competence in obstetrics and gynecology

Tolsgaard, Martin G.; Ringsted, Charlotte; Dreisler, Eva; Klemmensen, A.; Loft, Anne; Sørensen, Jette Led; Ottesen, Bent; Tabor, Ann

doi:10.1002/uog.13198

Cited by 80 publications

(122 citation statements)

References 22 publications

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“…They used their OSAUS scale (Objective Structured Assessment of Ultrasound Skills) to successfully differentiate novice, intermediate and experienced obstetric and gynaecology physician ultrasound users [134]. In 2015, Todsen et al replicated this work for point of care ultrasound in a group of 24 physician participants [135].…”

Section: Discussionmentioning

confidence: 99%

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

et al. 2017

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Introduction Increasingly, medical schools are integrating Point of Care Ultrasound (POCUS) into their curricula. This review investigated the available literature on how best to integrate POCUS in the teaching of medical students and the benefits of doing so. Methods Given the heterogeneous literature that has emerged on POCUS education, a scoping review was conducted. Relevant medical databases, including PubMed, MEDLINE, PsycINFO, EMBASE and CINAHL, were searched between January 1980 and August 2016, using keywords identified by the authors. Inclusion criteria were as follows: prospective or retrospective studies, observational or intervention studies, and studies describing how medical students learn to use ultrasound. Results The literature search yielded 593 articles, of which 128 met the inclusion criteria. Studies that met the inclusion criteria were sub-categorised under the following headings: those that described or evaluated an ultrasound curriculum, those that employed ultrasound as a means of teaching another topic in the curriculum (i.e., anatomy, physical examination, physiology, invasive procedures), those that investigated the learning curve of ultrasound education and those that employed adjuncts or peer mentoring to teach ultrasound. Conclusions The reviewed literature indicates that the integration of ultrasound in undergraduate medical education is both feasible and beneficial to medical students. This article is intended to inform medical educators aiming to integrate ultrasound into their medical school curricula.

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Section: Discussionmentioning

confidence: 99%

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

et al. 2017

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“…The OSAUS scale has demonstrated content validity,28 construct validity, and high inter‐rater reliability and internal consistency,29, 30 as well as evidence of structural validity 31. Finally, criterion‐based pass/fail standards have been established for the OSAUS scale in a previous study 30. The validity evidence of simulator metrics used in the assessment of simulated performances has been examined in a previous study 32.…”

Section: Methodsmentioning

confidence: 99%

“…We regarded a difference in OSAUS scores of < 4.6% to be within the non‐inferiority margin. This was based on previously published data, in which trainees demonstrated a mean ± standard deviation (SD) increase in OSAUS scores of 4.60 ± 3.74% for every 2 months of clinical training 30. Hence, dyad training was considered non‐inferior to single‐student training if differences in performance scores were above the non‐inferiority margin of −4.6%.…”

Section: Methodsmentioning

confidence: 99%

The effect of dyad versus individual simulation‐based ultrasound training on skills transfer

et al. 2015

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ContextDyad practice may be as effective as individual practice during clinical skills training, improve students’ confidence, and reduce costs of training. However, there is little evidence that dyad training is non‐inferior to single‐student practice in terms of skills transfer.ObjectivesThis study was conducted to compare the effectiveness of simulation‐based ultrasound training in pairs (dyad practice) with that of training alone (single‐student practice) on skills transfer.MethodsIn a non‐inferiority trial, 30 ultrasound novices were randomised to dyad (n = 16) or single‐student (n = 14) practice. All participants completed a 2‐hour training programme on a transvaginal ultrasound simulator. Participants in the dyad group practised together and took turns as the active practitioner, whereas participants in the single group practised alone. Performance improvements were evaluated through pre‐, post‐ and transfer tests. The transfer test involved the assessment of a transvaginal ultrasound scan by one of two clinicians using the Objective Structured Assessment of Ultrasound Skills (OSAUS).ResultsThirty participants completed the simulation‐based training and 24 of these completed the transfer test. Dyad training was found to be non‐inferior to single‐student training: transfer test OSAUS scores were significantly higher than the pre‐specified non‐inferiority margin (delta score 7.8%, 95% confidence interval −3.8–19.6%; p = 0.04). More dyad (71.4%) than single (30.0%) trainees achieved OSAUS scores above a pre‐established pass/fail level in the transfer test (p = 0.05). There were significant differences in performance scores before and after training in both groups (pre‐ versus post‐test, p < 0.01) with large effect sizes (Cohen's d = 3.85) and no significant interactions between training type and performance (p = 0.59). The dyad group demonstrated higher training efficiency in terms of simulator score per number of attempts compared with the single‐student group (p = 0.03).ConclusionDyad practice improves the efficiency of simulation‐based training and is non‐inferior to individual practice in terms of skills transfer.

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“…Performance standards were established for the final simulator test by defining 2 performance levels. The first level was a pass/fail level, which was determined by the contrasting groups method . By this method, a performance level was determined according to the score that allowed as few false‐negative (failing experts) and false‐positive (passing novices) results as possible.…”

Section: Methodsmentioning

confidence: 99%