A Mixed-Methods Evaluation of Medical Residents’ Attitudes Towards Interprofessional Learning and Stereotypes Following Sonography Student-Led Point-of-Care Ultrasound Training

Smith, Christopher J.; Matthias, Tabatha; Beam, Elizabeth L.; Wampler, Kathryn; Pounds, Leanne C; Nickol, Devin; Shope, Ron; Carlson, Kristy; Michael, Kim

doi:10.1007/s11606-020-06105-5

Cited by 5 publications

(5 citation statements)

References 35 publications

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“…CBL as a modern teaching mode is widely used in medical education [ 20 , 21 ]. The learning goal of trainees is no longer the memorization of theoretical knowledge, but the practical application of mastering theoretical knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…However, in China, CBL has not been fully implemented and promoted due to the limitations of manpower, time and place. Educators have tried to optimize traditional CBL by improving teaching methods, such as Interprofessional education (IPE) and step-by-step (SBS) combined with CBL [ 20 , 22 ]. Although much progress has been made in solving the shortage of teachers, there is still a lack of effective solutions to break through physical and temporal limitations of effective programs.…”

Section: Discussionmentioning

confidence: 99%

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Application of online case-based learning in the teaching of clinical anesthesia for residents during the COVID-19 epidemic

Duan

Wang

et al. 2021

BMC Med Educ

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Objective COVID-19 prevention and control demand a reduction in crowd gathering, which has a significant impact on traditional teaching and offline case-based learning (CBL). In order to mitigate the impact of the COVID-19 outbreak on clinical teaching, we aimed to compare the effects of an online CBL with traditional teaching model on learning outcomes of anesthesia residents. Methods Residents rotated in the Department of Anesthesiology in Beijing Tsinghua Changgung Hospital from January 2020 to February 2021 were included in Group W (n = 19), which implemented the W-CBL teaching model. The performance of residents was evaluated with theory test and 2 survey questionnaires (A and B) were conducted after 1 month of rotating. All 20 residents rotating in the Department of Anesthesiology at our hospital from January 2018 to December 2019 were included in Group C, which implemented the traditional teaching model. Their examination results were acquired through the teaching files and survey questionnaire (A) were administered through WeChat. Results During the 1-month rotation, a total of 10 cases were discussed in Group W. The average score for theory test was higher in Group W than that in Group C (84.57 ± 4.87 vs. 79.35 ± 3.70, P = 0.001). The satisfaction rate was also in favor of Group W regarding to clinical thinking, communication skills, learning interest and self-learning ability (P < 0.05). Conclusions Online CBL based on WeChat platform is an effective and acceptable teaching strategy in comparison to lecture-based learning (LBL) among residents embarking on clinical anesthesia courses.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Application of online case-based learning in the teaching of clinical anesthesia for residents during the COVID-19 epidemic

Duan

Wang

et al. 2021

BMC Med Educ

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“…A recent proposal suggested an instructor/student ratio of 1:4 to support learning during hands on scanning instruction [ 12 ]. While our rural program suffered from a lack of trained sonologists to support student skill development, a variety of suitable scanning instructors have been employed in various POCUS courses, including sonographers [ 37 , 47 , 48 ], anatomists [ 49 , 50 ], near-peer student teachers [ 20 , 51 ], self-led instruction [ 19 ], and physicians of various specialties [ 18 ]. Moreover, remote scanning guidance, such as the Butterfly IQ+ Teleguidance feature, emerged as a novel method to connect students to faculty support [ 52 ].…”

Section: Methodsmentioning

confidence: 99%

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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“…In 2019, Gradl-Dietsch compared the application of Peyton method and traditional teaching methods in musculoskeletal ultrasound courses for undergraduate medical students and found no significant difference in teaching effects between the two methods [9]. However, Christopher found in his later studies that Peyton method could greatly improve the attitude and motivation of non-ultrasound students towards learning ultrasound and thus improve the learning effect [10].…”

Section: Ultrasonic Principlementioning

confidence: 99%

A Review of Current Situation of Ultrasound Guided Nerve Block in Anesthesiologists’ Skill Training

Yang

Chen

2022

Asp Biomed Clin Case Rep

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In recent years, ultrasound-guided neuronal block had gradually become an indispensable skill for anesthesiologists in clinical work. Its visualization in operation makes the puncture more accuracy and anesthesia more effect, which effectively reduced the occurrence of related complications. However, it is not easy to master the ultrasound-guided neuronal block skill. Since the complexity of the knowledge system of ultrasound-guided nerve block, it makes the learning process cost more and learning period longer. So that the related teaching and training are facing great challenges. With the continuous innovation of teaching and training concepts and methods, a large number of teaching and training methods related to nerve block ultrasound-guided neuronal block had emerged, but there was still lacking a standardized, scientific and systematic teaching and training system in this field of medical education. Our review systematically summarized the current situation of ultrasound-guided nerve block training and reported the emergence of new forms and new methods in each link of teaching and training. We aimed to provide a sufficient and powerful reference for the reform and optimization of teaching system in this field.

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A Mixed-Methods Evaluation of Medical Residents’ Attitudes Towards Interprofessional Learning and Stereotypes Following Sonography Student-Led Point-of-Care Ultrasound Training

Cited by 5 publications

References 35 publications

Application of online case-based learning in the teaching of clinical anesthesia for residents during the COVID-19 epidemic

Application of online case-based learning in the teaching of clinical anesthesia for residents during the COVID-19 epidemic

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

A Review of Current Situation of Ultrasound Guided Nerve Block in Anesthesiologists’ Skill Training

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