Background Hands-on ultrasound experience has become a desirable component for undergraduate medical education (UGME) curricula throughout medical schools in the United States (US) to enhance readiness for future training. Ultrasound integration can be a useful assistive educational method in undergraduate medical education to improve anatomy and physiology skills. Relatively few medical schools have integrated ultrasound experiences formally into their 4-year medical school curriculum due to limitations of a resource intensive set up. Methods We undertook a scoping review of published UGME ultrasound curricula integrated into all four years in peer-reviewed as well online literature. In addition, we provide a narrative review of our institutional experience in conceptualization, design and implementation of UGME ultrasound curriculum driven by need to address the fading knowledge in anatomy and physiology concepts beyond pre-clinical years. Results Integrated ultrasound curriculum at WFSOM utilizes focused ultrasonography as a teaching aid for students to gain a more thorough understanding of basic and clinical science concepts taught in the medical school curriculum. We found 18 medical schools with ultrasound curricula published in peer-reviewed literature with a total of 33 ultrasound programs discovered by adding Google search and personal communication Conclusions The results of the review and our institutional experience can help inform future educators interested in developing similar curricula in their undergraduate programs. Common standards, milestones and standardized competency-based assessments would be helpful in more widespread application of ultrasound in UGME curricula.
Anchor-based, end-of-shift ratings are commonly used to conduct performance assessments of resident physicians. These performance evaluations often include narrative assessments, such as solicited or “free-text” commentary. Although narrative commentary can help to create a more detailed and specific assessment of performance, there are limited data describing the effects of narrative commentary on the global assessment process. This single-group, observational study examined the effect of narrative comments on global performance assessments. A subgroup of the clinical competency committee, blinded to resident identity, assigned a single, consensus-based performance score (1–6) to each resident based solely on end-of-shift milestone scores. De-identified narrative comments from end-of-shift evaluations were then included and the process was repeated. We compared milestone-only scores to milestone plus narrative commentary scores using a nonparametric sign test. During the study period, 953 end-of-shift evaluations were submitted on 41 residents. Of these, 535 evaluations included free-text narrative comments. In 17 of the 41 observations, performance scores changed after the addition of narrative comments. In two cases, scores decreased with the addition of free-text commentary. In 15 cases, scores increased. The frequency of net positive change was significant ( p = .0023). The addition of narrative commentary to anchor-based ratings significantly influenced the global performance assessment of Emergency Medicine residents by a committee of educators. Descriptive commentary collected at the end of shift may inform more meaningful appraisal of a resident’s progress in a milestone-based paradigm. The authors recommend clinical training programs collect unstructured narrative impressions of residents’ performance from supervising faculty.
Objectives Point‐of‐Care Ultrasound (PoCUS) has been integrated into undergraduate medical education. The COVID‐19 pandemic forced medical schools to evolve clinical rotations to minimize interruption through implementation of novel remote learning courses. To address the students’ need for remote clinical education, we created a virtual PoCUS course for our fourth year class. We present details of the course’s development, implementation, quality improvement processes, achievements, and limitations. Methods A virtual PoCUS course was created for 141 fourth‐year medical students. The learning objectives included ultrasound physics, performing and interpreting ultrasound applications, and incorporating PoCUS into clinical decisions and procedural guidance. Students completed a 30‐question pre and post‐test focused on ultrasound and knowledge of clinical concepts. PoCUS educators from 10 different specialties delivered the course over 10 days using video‐conferencing software. Students watched live scanning demonstrations and practiced ultrasound probe maneuvers using a cellular telephone to simulate ultrasound probe. Students completed daily course evaluations which were used as a continuous needs assessment to make improvements. Results 141 students participated in the course, all received a passing grade. The mean pre and post‐test scores improved from 58% to 88% (p <0.001) through the course duration. Daily evaluations revealed the percentage of students who rated the course’s live scanning sessions and didactic components as “very well” increased from 32.7% on day 1 to 69.7% on day 10. The end‐of‐course evaluation revealed 91% of students agreed they received effective teaching. Conclusions In response to the COVID‐19 pandemic, our multi‐specialty faculty expeditiously developed a virtual PoCUS curriculum for the entire fourth year class. This innovative course improved students’ ultrasound knowledge, image interpretation and clinical application while utilizing novel techniques to teach a hands‐on skill virtually. As the demand for PoCUS instruction continues to increase, the accessibility of virtual training and blended learning will be beneficial.
OBJECTIVE This study aims to examine the existing perceptions and social media practices of nurses in a large academic medical center. BACKGROUND Limited data are available about the perceptions and social media practices among healthcare providers. An understanding of the social networking landscape within the nursing profession is necessary to inform policy and develop effective guidelines. METHODS This was a single-center prospective observational study involving nurses at a large academic medical center. Nurses completed an anonymous questionnaire regarding their personal use and perceptions of social media in the context of clinical medicine. RESULTS A total of 397 nurses participated in the study survey. Overall, 87% of participants reported using a general social media account currently. Increasing age was associated with decreasing frequency of social media use. CONCLUSION Social media usage is common among nurses. Social media perceptions and practices among nurses vary considerably. Well-informed policy and targeted education are needed to guide social media use among healthcare workers.
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