Assessment of Paramedic Ultrasound Curricula: A Systematic Review

McCallum, Jessica; Vu, Erik; Sweet, David; Kanji, Hussein D.

doi:10.1016/j.amj.2015.07.002

Cited by 41 publications

(53 citation statements)

References 49 publications

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“…Correct identification of the presence or absence of pneumothoraces can help guide urgent interventions during resuscitation. Alternatively, this may also prevent unnecessary procedures such as pleural decompression thereby avoiding an invasive procedure that carries potential complications [9, 10]. Other applications of POCUS performed by paramedics include modified cardiac echocardiography to assess for pericardial fluid and tamponade physiology in the setting of trauma and assessing intra-arrest cardiac wall motion [2, 3].…”

Section: Introductionmentioning

confidence: 99%

“…Most studies report on EMS providers from a range of clinical backgrounds, and evidence pertaining to the clinical utility of paramedic use of POCUS is limited. A systematic review identified multiple training programs with various delivery methods, duration, and assessment [9]. Similarly, El Sayed et al [2] and Nelson et al [4] also discussed POCUS curricula for EMS providers in the out-of-hospital setting.…”

Section: Introductionmentioning

confidence: 99%

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Educational standards for training paramedics in ultrasound: a scoping review

et al. 2017

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BackgroundParamedic-performed out-of-hospital ultrasound is a novel skill that has gained popularity in some services in recent years. In this setting point-of care ultrasound (POCUS) can provide additional information that can assist with management and guide transport to the most appropriate facility. We sought to explore the different educational approaches used for training paramedics in ultrasound in the out-of-hospital setting.MethodsOvid MEDLINE, EMBASE, EBM Reviews, The Cochrane Library, CINAHL plus, The Monash University Research Repository and the British Thesis Library were searched from the 1st of January 1990 to the 6th of April 2016. Google Scholar was searched and reference lists of relevant papers were examined to identify additional studies. Articles were included if they reported on out-of-hospital and POCUS educational approaches for paramedics.ResultsA total of 2002 unique articles were identified of which 18 articles met the inclusion criteria. Most articles reported combined cohorts of emergency providers with varying years of experience though most operators were POCUS naïve. The most common clinical assessment for which paramedic POCUS curricula was described was the focused assessment sonography for trauma (FAST) examination. Education programs varied from two-minutes to two-days with all studies including both didactic and practical training.ConclusionEducation programs for POCUS for paramedics vary considerably, and do not appear to align with qualification level or clinical experience. Further research investigating education and subsequent clinical application of POCUS by paramedics is required, as well as prospective, outcome based studies in order to measure the clinical utility of out-of-hospital POCUS.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Educational standards for training paramedics in ultrasound: a scoping review

et al. 2017

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“…To date, US has been used in both ground ambulance and aeromedical transport of patients to a hospital . Flight crews, emergency medical technicians, and paramedics are usually trained to use US through a curriculum that combines didactics and hands‐on use of the technology . In the aeromedical setting, in which space and noise constrain and limit physical examination and auscultation, US can be extremely useful for identifying conditions such as pneumothorax .…”

Section: Deep‐learning Applications In Pocus Practicesmentioning

confidence: 99%

Enhanced Point‐of‐Care Ultrasound Applications by Integrating Automated Feature‐Learning Systems Using Deep Learning

Shokoohi

LeSaux

Roohani

et al. 2018

J of Ultrasound Medicine

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Recent applications of artificial intelligence (AI) and deep learning (DL) in health care include enhanced diagnostic imaging modalities to support clinical decisions and improve patients' outcomes. Focused on using automated DLbased systems to improve point-of-care ultrasound (POCUS), we look at DL-based automation as a key field in expanding and improving POCUS applications in various clinical settings. A promising additional value would be the ability to automate training model selections for teaching POCUS to medical trainees and novice sonologists. The diversity of POCUS applications and ultrasound equipment, each requiring specialized AI models and domain expertise, limits the use of DL as a generic solution. In this article, we highlight the most advanced potential applications of AI in POCUS tailored to high-yield models in automated image interpretations, with the premise of improving the accuracy and efficacy of POCUS scans.

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Section: Focused Assessment Sonography In Trauma (Fast)mentioning

confidence: 99%

“…Educational programs for FAST exams tailored to paramedics have ranged widely from four hours over one day to 13 hours over two months of training, with most curricula using a one-day or weekend course [25]. Heegard et al enrolled 116 paramedics to learn FAST and abdominal aortic ultrasound assessments [17,25]. The course consisted of a six-hour didactic and practical component with two one-hour refresher courses at three and eight months following the initiation of the course [17,25].…”

Section: Focused Assessment Sonography In Trauma (Fast)mentioning

confidence: 99%

Research: Emergency medicine residents’ acquisition of point-of-care ultrasound knowledge and their satisfaction with the flipped classroom andragogy

Bashir¹,

Azad²,

Farook³

et al. 2018

POCUS

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Background: One of the traditional approaches for knowledge transfer in medical education is through face-to-face (F2F) teaching. We aimed to evaluate the acquisition of knowledge about point-of-care ultrasound (POCUS) and learner’s satisfaction with the flipped classroom (FC) teaching approach. Methods: This was a prospective, mixed-method, crossover study and included 29 emergency medicine (EM) residents in current training program. Over a period of three months, each resident was exposed to F2F and FC teaching models in a crossover manner. There was a multiple-choice questions (MCQ) test before and after each educational intervention (F2F & FC). Two months after each educational intervention a final MCQ test was administered to assess the retention of knowledge between the two approaches. After each educational approach feedback was sought from a selected group of residents concerning the acceptability of the two educational approaches through a semi structured interview. Results: A total of 29 EM residents participated in this study. The numbers of residents by year of post-graduation training were seven (24.14%) PGY-1, eight (27.59%) PGY-2, six (20.69%) PGY-3, and eight (27.59%) PGY-4. The baseline mean score was 15.82 using MCQs test mean scores. For the face-to-face teaching model, the difference between pre and post-intervention scores was 2.7 (95% CI 2.1 to 3.3, p=0.001); whereas, for the flipped classroom teaching model, the difference was 3.93 (95% CI 3.2 to 4.5, p= 0.001). At two months post-intervention, for face-to-face teaching model, the MCQ assessment showed an increase of 1.7 (95% CI 1.1 to 2.2, p= 0.001) mean scores when compared to the pre-intervention mean scores; whereas, for the flipped classroom model this difference was significantly higher, recorded as 4.48 (95% CI 3.7 to 5.1, p= 0.001). Finally, the difference between mean scores for F2F and FC teaching models was 2.75 (95% CI 1.87 to 3.64, p=0.001) at two months post-intervention. Overall, the participants expressed a preference for the FC teaching methodology. Conclusion: Both F2F and FC teaching methods resulted in significant and sustained improvements in POCUS knowledge base. The FC teaching method accomplished higher test scores than the F2F teaching method both at the end of the teaching and after two months of completing the educational program.

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Assessment of Paramedic Ultrasound Curricula: A Systematic Review

Cited by 41 publications

References 49 publications

Educational standards for training paramedics in ultrasound: a scoping review

Educational standards for training paramedics in ultrasound: a scoping review

Enhanced Point‐of‐Care Ultrasound Applications by Integrating Automated Feature‐Learning Systems Using Deep Learning

Research: Emergency medicine residents’ acquisition of point-of-care ultrasound knowledge and their satisfaction with the flipped classroom andragogy

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