Ultrasound at the point of care – Grown up and moving out!

Olszynski, Paul; Heslop, Claire; Atkinson, Paul; Lewis, David A.; Kim, Daniel; Pham, Chau; Ritcey, Brandon

doi:10.1017/cem.2019.448

Cited by 4 publications

(2 citation statements)

References 9 publications

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“…To generate a POCUS curriculum in our local context, we first performed an informal survey of relevant literature. Our search revealed an extensive body of literature describing the increasing clinical and academic integration of POCUS [ 4 , 5 , 8 , 12 – 14 , 16 , 18 , 20 , 34 – 39 ]. Moreover, national surveys [ 18 ], consensus statements, recommendations from field experts [ 12 , 13 , 40 ], and published POCUS guides [ 1 , 41 , 42 ] further enriched our understanding of the POCUS landscape in practice and UME.…”

Section: Methodsmentioning

confidence: 99%

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Development of a hybrid point-of-care ultrasound curriculum for first year medical students in a rural medical education program: a pilot study

Johnson,

Beasley,

Southwick

et al. 2024

BMC Med Educ

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Background The field of point-of-care ultrasound (POCUS) has advanced in recent decades due to the benefits it holds for medical providers. However, aspiring POCUS practitioners require adequate training. Unfortunately, there remains a paucity of resources to deliver this training, particularly in rural and underserved areas. Despite these barriers, calls for POCUS training in undergraduate medical education are growing, and many medical schools now deliver some form of POCUS education. Our program lacked POCUS training; therefore, we developed and implemented a POCUS curriculum for our first-year medical students. Methods We developed a POCUS curriculum for first year medical students in a rural medically underserved region of the United States. To evaluate our course, we measured learning outcomes, self-reported confidence in a variety of POCUS domains, and gathered feedback on the course with a multi-modal approach: an original written pre- and post-test, survey tool, and semi-structured interview protocol, respectively. Results Student (n=24) knowledge of POCUS significantly increased (pre-test average score = 55%, post-test average score = 79%, P<0.0001), and the course was well received based on student survey and interview feedback. In addition, students reported increased confidence toward a variety of knowledge and proficiency domains in POCUS use and their future clinical education and practice. Conclusions Despite a lack of consensus in POCUS education, existing literature describes many curricular designs across institutions. We leveraged a combination of student initiatives, online resources, remote collaborations, local volunteers, and faculty development to bring POCUS to our institution in a rural and medically underserved region. Moreover, we demonstrate positive learning and experiential outcomes that may translate to improved outcomes in students’ clinical education and practice. Further research is needed to evaluate the psychomotor skills, broader learning outcomes, and clinical performance of students who take part in our POCUS course.

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Section: Methodsmentioning

confidence: 99%

“…Technological advancements have reduced equipment cost, size, and complexity, while increasing usability, imaging quality, and portability [ 2 – 5 ]. Further, POCUS can safely generate reliable and efficient (e.g., time, cost) real time images that provide valuable clinical information to guide medical decisions [ 1 , 4 – 9 ].…”

Section: Introductionmentioning

confidence: 99%