Ultrasound Treasure Hunt: A Novel Teaching Method That Overcomes Direct Patient Care Restrictions Brought on by the COVID‐19 Pandemic

Shibata, Jacqueline; Weingrow, Daniel; Tabibnia, Amir P; Lim, George; Chiem, Alan

doi:10.1002/aet2.10541

Cited by 2 publications

(2 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Figure 2(e) graphically presents the range of included learners amongst the 48 studies which presented a precise number of participants. The mean number of participants was 53.7 and the range was 2 (Bautista et al 2020;Shibata et al 2020) to 610 (Trujillo et al 2020). Seven studies did not provide the number of participants.…”

Section: Number Of Participantsmentioning

confidence: 99%

“…The authors found that for the educational task of corneal suturing, the use of a remote wet lab was as effective as previous in-person wet labs. Shibata et al (2020) described an 'Ultrasound Treasure Hunt,' where novice learners performed ultrasonography on themselves and the people they were in direct with, against step-by-step instructions and a 'treasure map.' Image files were then uploaded for faculty to view, where feedback was provided using video conferencing software with screen sharing functionality.…”

Section: Remote Laboratoriesmentioning

confidence: 99%

See 1 more Smart Citation

Pivot to online learning for adapting or continuing workplace-based clinical learning in medical education following the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 70

et al. 2021

View full text Add to dashboard Cite

Background: The novel coronavirus disease was declared a pandemic in March 2020, which necessitated adaptations to medical education. This systematic review synthesises published reports of medical educational developments and innovations that pivot to online learning from workplacebased clinical learning in response to the pandemic. The objectives were to synthesise what adaptations/innovation were implemented (description), their impact (justification), and 'how' and 'why' these were selected (explanation and rationale). Methods: The authors systematically searched four online databases up to December 21, 2020. Two authors independently screened titles, abstracts and full-texts, performed data extraction, and assessed the risk of bias. Our findings are reported in alignment with the STORIES (STructured apprOach to the Reporting in healthcare education of Evidence Synthesis) statement and BEME guidance. Results: Fifty-five articles were included. Most were from North America (n ¼ 40), and nearly 70% focused on undergraduate medical education (UGME). Key developments were rapid shifts from workplace-based learning to virtual spaces, including online electives, telesimulation, telehealth, radiology, and pathology image repositories, live-streaming or pre-recorded videos of surgical procedures, stepping up of medical students to support clinical services, remote adaptations for clinical visits, multidisciplinary team meetings and ward rounds. Challenges included lack of personal interactions, lack of standardised telemedicine curricula and need for faculty time, technical resources, and devices. Assessment of risk of bias revealed poor reporting of underpinning theory, resources, setting, educational methods, and content. Conclusions: This review highlights the response of medical educators in deploying adaptations and innovations. Whilst few are new, the complexity, concomitant use of multiple methods and the specific pragmatic choices of educators offers useful insight to clinical teachers who wish to deploy such methods within their own practice. Future works that offer more specific details to allow replication and understanding of conceptual underpinnings are likely to justify an update to this review.

show abstract

Section: Number Of Participantsmentioning

confidence: 99%

Section: Remote Laboratoriesmentioning

confidence: 99%

Pivot to online learning for adapting or continuing workplace-based clinical learning in medical education following the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 70

et al. 2021

View full text Add to dashboard Cite

show abstract

In-Person Versus Virtual Musculoskeletal Ultrasound Education during the Coronavirus Disease 2019 Pandemic

Chen¹,

Chou²,

Kohler³

et al. 2022

The Journal of the International Society of Physical and Rehabilitation Medicine

View full text Add to dashboard Cite

Background: Musculoskeletal ultrasound (MSKUS) curricula in physical medicine and rehabilitation (PM and R) residency programs have traditionally relied on in-person teaching workshops. However, the social distancing requirements during the coronavirus disease 2019 pandemic has led to a growing interest in remote ultrasound education. Aims: The aim of the study is to assess residents' MSKUS skill confidence after in-person vs. virtual MSKUS teaching workshops in a PM and R residency program. Materials and Methods: Twenty-one PM and R residents at a single academic center were assigned to either an in-person MSKUS demonstration by a sports medicine faculty member (n = 10) or a real-time virtual demonstration (n = 11) for workshops of the knee and wrist and hand. Surveys using Likert scales were employed to assess the change in residents' confidence with performing MSKUS examinations and their satisfaction with the curriculum. Results: There was a significant increase in confidence scores from baseline to postworkshop for both the virtual and in-person groups. The linear mixed effect model showed that there were no significant differences between the virtual and in-person groups for their baseline, postworkshop, and changes in confidence scores. All participants were satisfied with the updated curriculum. Conclusions: With the ongoing pandemic, incorporating virtual teaching platforms into existing MSKUS curricula is feasible and may provide similar improvements in residents' skill confidence as the in-person workshops. Successful implementation requires consideration of several factors, including ultrasound machine availability, participants' familiarity with technology, and the quality of the virtual streaming platform. A multi-institutional randomized controlled trial can further evaluate the effectiveness of remote MSKUS education for PM and R trainees.

show abstract

Ultrasound Treasure Hunt: A Novel Teaching Method That Overcomes Direct Patient Care Restrictions Brought on by the COVID‐19 Pandemic

Cited by 2 publications

References 5 publications

Pivot to online learning for adapting or continuing workplace-based clinical learning in medical education following the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 70

Pivot to online learning for adapting or continuing workplace-based clinical learning in medical education following the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 70

In-Person Versus Virtual Musculoskeletal Ultrasound Education during the Coronavirus Disease 2019 Pandemic

Contact Info

Product

Resources

About