Maternal educational level is an important factor in the early identification of abnormality of fetal movement. The unsatisfactory knowledge and poor perception behavior among respondents reflect the need for a guideline, particularly during antenatal care, on information and management of abnormal fetal movement in our setting to prevent avoidable stillbirth.
The level of maternal autonomy on reproductive health issues based on this simple survey is less than satisfactory. However, this study has provided baseline data for surveillance and follow-up studies of this important variable.
In the course of the 20-minute period, the students improved significantly in the time required to correctly display a structure (median across all structures: 10.9s / structure initially vs. 6.8s / structure at the end of the training phase; p <0.01 for all 16 structures examined). The results from the exam with the videos after the 30-minute training period showed a significant improvement in the correct recognition of cardiac structures from a median of 36% correct answers before the 30-minute period to 64% correct answers after the training period (p < 0.001). Overall, 106 (89.8%) students showed improvement and 12 (10.2%) showed no increase in the rate of correct answers after training with the ultrasound simulator app. 98.3% of the students rated the app as a useful addition to conventional learning and 114 of the 118 students in the app group (96.6%) would download the app on their device if it was supported. Conclusions: The new app improves spatial orientation and increases the recognition of physiological structures in fetal echocardiography. VP34.18 Managing expectations in the use of artificial intelligence for diagnosis support in maternal and fetal imaging: a scoping review
Objectives: To assess the impact of the ISUOG Basic Training curriculum on residents' sonographic skills in Lebanon. Methods: This was a pilot study involving 10 junior Ob/Gyn and Radiology residents representing 3 different academic departments in Lebanon. A pre-course survey was administered to determine residents' self-assessment of their sonographic skills using a Liekart Scale of 1-5. The curriculum was modeled after the ''International Society of Ultrasound in Obstetrics and Gynecology Basic Training (ISUOG BT) 4-step curriculum'' and included didactic and simulation-based sessions and hands-on scanning with logbook upkeep. The training was carried out over the course of one year. Trainees completed a post-course survey to reassess their sonographic skills post completion of the ISUOG BT curriculum. Data was analysed using nonparametric related samples Wilcoxon signed rank test and P < 0.05 was considered significant. In addition, all trainees sat for the ISUOG BT theoretical test and had their practical skills assessed by ISUOG faculty. Results: There was a statistically significant improvement in trainees' sonographic skills in all aspects: image optimisation, knobology, basic obstetric scanning with fetal biometry, basic anatomy and basic gynecologic examination. The final grades on the theoretical post-test ranged between 80.8-100%. All trainees' practical skills were deemed adequate by the assessors, who also noted that all trainees worked in a systematic standardised manner. Conclusions: Even though our pilot included a small number of trainees, it nonetheless attests to the impact of the ISUOG BT curriculum on residents' sonographic skills. This was evident by their self-assessments as well as their theoretical and practical assessment by ISUOG faculty. This calls for a wider global implementation of the ISUOG BT program.
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