The integration of transabdominal ultrasound simulators into an ultrasound curriculum

Abstract

Introduction: Simulation is increasingly used throughout medicine. Within ultrasound, simulators are more established for learning transvaginal and interventional procedures. The use of modern high-fidelity transabdominal simulators is increasing, particularly in centres with large trainee numbers. There is no current literature on the value of these simulators in gaining competence in abdominal ultrasound. The aim was to investigate the impact of a new ultrasound curriculum, incorporating transabdominal simulators into the first year of training in a UK radiology academy. Methods: The simulator group included 13 trainees. The preceding cohort of 15 trainees was the control group. After 10 months, a clinical assessment was performed to assess whether the new curriculum resulted in improved ultrasound skills. Questionnaires were designed to explore the acceptability of simulation training and whether it had any impact on confidence levels. Results: Trainees who had received simulator-enriched training scored higher in an objective clinical ultrasound assessment, which was statistically significant (p ¼ 0.0463). End confidence scores for obtaining diagnostic images and demonstrating pathology were also higher in the simulation group. All trainees stated that transabdominal simulator training was useful in early training. Conclusions: This initial study shows that embedded into a curriculum, transabdominal ultrasound simulators are an acceptable training method that can result in improved ultrasound skills and higher confidence levels. Using simulators early in training could allow trainees to master the basics, improve their confidence, enabling them to get more educational value from clinical ultrasound experience while reducing the impact of training on service provision.

Ultrasound Curricula of Student Education in Europe: Summary of the Experience

“…Other options are ultrasound phantoms and simulators which are implemented in several ultrasound teaching programs for medical students, for example, in Riga and Copenhagen. They may help to learn to practice medical ultrasound in a protected learning environment before practicing the technique in a clinical setting [37][38][39][40][41].…”

ESR statement on new approaches to undergraduate teaching in Radiology

“…Some disadvantages of the standard apprenticeship model are: cost, duration of cases (taking longer), need for an expert mentor, and lack of uniformity, because the model is limited to only learning clinical cases that their patients’ present. It is necessary to underline that the medical sector also has to ensure lifelong learning, training, and professional development of doctors, with a mandatory role for starting, improving, and maintaining professional skills, so that simulation could also be useful not only for beginners but also for seasoned experts as a method of maintenance of certifications and development of new skills [25–27].…”

“…There are currently four common types of simulator programmes that can be used: computer-based learning modules, phantom and/or part-task trainers, computer assisted mannequins, and VR. Augmented reality is also used to visually and physically insert the user in the virtual environment to simulate medical procedures and scenarios [27]. Computer programmes simulating the routine work of a radiologist are available and can be used to teach recognising anatomical structures and pathological patterns in a variety of different imaging techniques.…”

SnappySonic: An Ultrasound Acquisition Replay Simulator

“…The use of ultrasound acquisition simulators for medical training purposes is increasing and has been shown to provide benefit for training purposes [27,28]. Removing the need for actual ultrasound saves equipment costs, and allows for more tightly controlled training environments.…”