Can we successfully teach novice junior doctors basic interventional ultrasound in a single focused training session?

McKay, Grace; Weerasinghe, Asoka

doi:10.1136/postgradmedj-2018-135590

Cited by 3 publications

(2 citation statements)

References 22 publications

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“…Likewise, McKay and Weerasinghe demonstrated that teaching basic interventional ultrasound skills to novice junior doctors in a single focused session is an achievable outcome with very high success rates of up to 99% of the students [11].…”

Section: Discussionmentioning

confidence: 98%

Effectiveness of a Brief Teaching Scenario in a Phantom-Based Learning Model for Students to Achieve Ultrasound-Guided Vascular Access—a Prospective Study

et al. 2020

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For students, early hands-on experience is very limited and often non-existent during study time. Thus, we aimed to evaluate the progress of inexperienced medical students in successfully establishing an ultrasound-guided vessel access. One brief, condensed single teaching lesson in a prior to post-teaching scenario was performed using an inexpensive, self-made phantom model. In this prospective study, medical students (n = 11) with no experience in ultrasound imaging performed an ultrasound-guided vessel access simulated by a gelatin-based phantom model. Success rates and time of procedures were measured. Afterwards, participants underwent dedicated supervised teaching in a single lesson (duration 30 min) with both theoretical information given and practical training skills shown. Then, every student performed the very same procedure again and results were compared with paired t test. Success rate of guide wire placement rose from 36.4 (4/11) to 100%. Mean number of attempts significantly decreased with 2.5 SD1.3 before and 1.2 SD0.4 after teaching (p < 0.05). Overall time to successful guide wire placement improved from 291 SD8 to 151 SD37 s (p < 0.05). With already limited training time and opportunities available during medical education, short and simple, but highly effective training tools are invaluable. With the help of an inexpensive, self-made gelatin-based phantom model for ultrasound-guided vascular access, medical students demonstrate significantly improved practical puncture skills after only one brief, condensed teaching lesson and thus an important progress with regard to their future clinical routine. The performance of ultrasound-guided vascular access can be highly improved for inexperienced medical students by applying one short teaching session using an inexpensive, self-made phantom model.

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Section: Discussionmentioning

confidence: 98%

Effectiveness of a Brief Teaching Scenario in a Phantom-Based Learning Model for Students to Achieve Ultrasound-Guided Vascular Access—a Prospective Study

et al. 2020

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“…1 Outside of radiology, specialties such as emergency medicine, anaesthesia and general medicine are now performing ultrasound-guided procedures. 2 The spatial understanding required for effective ultrasound use is challenging for learners because they must interpret various textures and shapes while conceptualising a 3D anatomical mental model from 2D ultrasound images. 3 4 Novice learners have also found it challenging to recognise sonographic anatomy and optimise ultrasonographic images.…”

Section: Introductionmentioning

confidence: 99%

Use of three-dimensional printing for simulation in ultrasound education: a scoping review

2020

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BackgroundThere is a significant learning curve when teaching ultrasonography to medical trainees; task trainers can help learners to bridge this gap and develop their skills. Three-dimensional printing technology has the potential to be a great tool in the development of such simulators. ObjectiveThis scoping review aimed to identify what 3D-printed models have been used in ultrasound education to date, how they were created and the pros and limitations involved.DesignResearchers searched three online databases to identify 3D-printed ultrasound models used in medical education.ResultsTwelve suitable publications were identified for inclusion in this review. The models from included articles simulated largely low frequency and/or high stakes events, with many models simulating needle guidance procedures. Most models were created by using patient imaging data and a computer-aided design software to print structures directly or print casting molds. The benefits of 3D-printed educational trainers are their low cost, reproducibility, patient specificity and accuracy. The current limitations of this technology are upfront investments and a lack of optimisation of materials.ConclusionsThe use of 3D-printed ultrasound task trainers is in its infancy, and more research is needed to determine whether or not this technology will benefit medical learners in the future.

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Modern Landscapes and Strategies for Learning Ultrasound in Rheumatology

Widener¹,

Cannella²,

Martirossian³

et al. 2020

Rheumatic Disease Clinics of North America

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Can we successfully teach novice junior doctors basic interventional ultrasound in a single focused training session?

Cited by 3 publications

References 22 publications

Effectiveness of a Brief Teaching Scenario in a Phantom-Based Learning Model for Students to Achieve Ultrasound-Guided Vascular Access—a Prospective Study

Effectiveness of a Brief Teaching Scenario in a Phantom-Based Learning Model for Students to Achieve Ultrasound-Guided Vascular Access—a Prospective Study

Use of three-dimensional printing for simulation in ultrasound education: a scoping review

Modern Landscapes and Strategies for Learning Ultrasound in Rheumatology

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