Can an 8^th grade student learn point of care ultrasound?

Abstract

BACKGROUND: Point-of-care ultrasound has gained widespread use in developing countries due to decreased cost and improved telemedicine capabilities. Ultrasound training, specifi cally image acquisition skills, is occurring with more frequency in non-medical personnel with varying educational levels in these underdeveloped areas. This study evaluates if students without a high school education can be trained to acquire useful FAST images, and to determine if an 8 th grade student can teach peers these skills. METHODS:The 8 th grade students at a small middle school were divided into two groups. One group received training by a certified medical sonographer, while the other group received training by a peer 8 th grade student trainer who had previously received training by the sonographer. After training, each student was independently tested by scanning the four FAST locations. A blinded ultrasound expert evaluated these images and deemed each image adequate or inadequate for clinical use. RESULTS:Eighty video image clips were obtained. The overall image adequacy rate was 74%. The splenorenal window had the highest rate at 95%, followed by retrovesical at 90%, hepatorenal at 75%, and subxiphoid cardiac at 35%. The adequacy rate of the sonographer-trained group was 78%, while the adequacy rate of the student-trained group was 70%. The difference in image adequacy rate between the two groups was not signifi cant (P-value 0.459). CONCLUSION:The majority of 8 th graders obtained clinically adequate FAST images after minimal training. Additionally, the student-trained group performed as well as the sonographer-trained group.

From Seeing to Knowing with Artificial Intelligence: A Scoping Review of Point-of-Care Ultrasound in Low-Resource Settings

“…A previous study by Vinayak et al was able to train midwives to utilize POCUS devices alongside mobile phones and tablets to capture high-enough resolution images to identify crucial features within images [79]. Similarly, Kwon et al found that the majority of eighth graders were able to obtain adequate POCUS (FAST) images, even with minimal training, emphasizing the effectiveness of training and the ease of use of POCUS as an imaging modality [80]. Although the ability to teach the layperson is extremely helpful, these past methodologies rely on the continuous assurance that everyday citizens remember this training.…”

Evaluation of a short-term ultrasound curriculum on promoting interest in healthcare and sciences for deaf and hard of hearing students

“…Studies by Lee et al (2017) and Denny et al (2018) articulate the utility of ultrasound educational workshops taught by English-speaking medical students to providers in Indonesia and Tanzania (Lee et al , 2017; Denny et al , 2018). Because of the success of ultrasound education within medical education curriculums (Fox et al , 2014), efforts to integrate ultrasound into more creative settings, such as undergraduate and high school basic sciences curricula, have shown promising benefits as well (Kwon et al , 2019). Kwon et al (2019) described middle schoolers learning ultrasound and demonstrating an ability to obtain clinically adequate FAST ultrasound images after minimal training (Kwon et al , 2019).…”

“…Because of the success of ultrasound education within medical education curriculums (Fox et al , 2014), efforts to integrate ultrasound into more creative settings, such as undergraduate and high school basic sciences curricula, have shown promising benefits as well (Kwon et al , 2019). Kwon et al (2019) described middle schoolers learning ultrasound and demonstrating an ability to obtain clinically adequate FAST ultrasound images after minimal training (Kwon et al , 2019). Thus, it has become apparent that with the right opportunities and skills, a variety of learners, regardless of training or experience, are capable of learning ultrasound.…”

Overview of TFAST and AFAST: point‐of‐care ultrasounds and how to perform them

“…In general, POCUS examinations are goal directed, which means that their purpose is not to perform a complete ultrasound examination, but to answer specific objective questions that the clinician has; these are often binary in nature, with ‘yes/no’ answers generated, rather than relying upon operator interpretation. This in turn means that acquisition of competency is quick (Kwon and others 2019, Burnotte and others 2020).…”