Establishment of a Teaching Animal Model for Sonographic Diagnosis of Trauma

Abu‐Zidan, Fikri M.; Siösteen, Anna‐Karin; Wang, Jianpu; Al-Ayoubi, Fawzi; Lennquist, Sten

doi:10.1097/01.ta.0000038546.82954.3d

Cited by 13 publications

(12 citation statements)

References 20 publications

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“…It is obvious that if data of a group of subjects are to be summarized statistically, then a minimum number of subjects is needed to be valid. We have found from experience that, five is the minimum reasonable number of independent subjects in a group so as to combine their data [23][24][25] That is because, the standard error of the mean, which is used for comparisons, will be much larger for a number of subjects less than that. The standard error of the mean equals the standard deviation (a marker of variation in the data) divided by the square root of the sample size.…”

Section: Statistical and Study Design Considerationsmentioning

confidence: 99%

Clinical “case series”: a concept analysis

Fm¹,

Ak²,

Af³

2013

Af Hlth Sci

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Objectives: To analyze the concept of "case series" in the medical literature compared with case reports. Methods: A PubMed search for articles published during 2009 which had "case series" in their title was performed. A total number of 621 articles were retrieved. 586 papers were included in the analysis and 35 were excluded (18 were commentary letters, 5 were not in English, and twelve could not be retrieved by our Library). The number of patients and category of these articles were analyzed. Results: The median (range) of the number of cases of articles having "case series" in their title was 7 (1-6432) cases. 186/ 586 articles had less than 5 cases (31.7%, 95% CI (28.3-35.1%)). The median (range) of the number of cases of articles having "case report" as their publication type was 4 (1-178) cases. Out of the 219 articles categorized as case reports 114 (52.1%, 95% CI (45.6-58.6%)) had less than five cases. Conclusions: The concept of "case series" is not well defined in the literature and does not reflect a specific research design. We suggest that a case series should have more than four patients while four paitents or less should be reported individually as case reports.

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Section: Statistical and Study Design Considerationsmentioning

confidence: 99%

Clinical “case series”: a concept analysis

Fm¹,

Ak²,

Af³

2013

Af Hlth Sci

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“…This training may include diagnostic, procedural, screening applications, or combinations of all of these depending on the clinician’s own needs. Training and credentialing is a hallmark of a successful use of POCUS in patients who need critical decision-making [ 20 , 75 – 77 ].…”

Section: Pocus Trainingmentioning

confidence: 99%

Diagnostic point-of-care ultrasound (POCUS) for gastrointestinal pathology: state of the art from basics to advanced

Abu‐Zidan

Çevik

2018

World J Emerg Surg

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The use of point-of-care ultrasound (POCUS) by non-radiologists has dramatically increased. POCUS is completely different from the routine radiological studies. POCUS is a Physiological, On spot, extension of the Clinical examination, that is Unique, and Safe. This review aims to lay the basic principles of using POCUS in diagnosing intestinal pathologies so as to encourage acute care physicians to learn and master this important tool. It will be a useful primer for clinicians who want to introduce POCUS into their clinical practice. It will cover the basic physics, technical aspects, and simple applications including detection of free fluid, free intraperitoneal air, and bowel obstruction followed by specific POCUS findings of the most common intestinal pathologies encountered by acute care physicians including acute appendicitis, epiploic appendagitis, acute diverticulitis, pseudomembranous colitis, intestinal tuberculosis, Crohn’s disease, and colonic tumours. Deep understanding of the basic physics of ultrasound and its artefacts is the first step in mastering POCUS. This helps reaching an accurate POCUS diagnosis and avoiding its pitfalls. With increased skills, detailed and accurate POCUS findings of specific intestinal pathologies can be achieved and properly correlated with the clinical picture. We have personally experienced and enjoyed this approach to a stage that an ultrasound machine is always accompanying us in our clinical on calls and rounds.

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“…There are other different training models with pathological findings like animal models which we did not use. 24 Sixth, the total number of EFAST exams in real patients and their severity may vary among students which can be a factor affecting the results.…”

Section: Limitationsmentioning

confidence: 99%

Assessment of EFAST training for final year medical students in emergency medicine clerkship

Çevik

Noureldin

Zubeir

et al. 2018

Turkish Journal of Emergency Medicine

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BackgroundExtended Focused Assessment Sonography for Trauma (EFAST) is an important bedside tool for the management of multiple trauma patients. We aimed to evaluate the assessment of our EFAST education in the Emergency Medicine Clerkship (EMC) for final year medical students and the correlations of EFAST marks with other practical skill stations and the final multiple choice question (MCQ) exam marks.MethodsFifty-four final year medical students were trained on performing EFAST on human models during their 4-week clerkship. Students received an hour of didactic lecture, 4-hours practical sessions on human models, and completed a minimum of three EFAST examinations on trauma patients. Finally, the EFAST performance was evaluated on human models using a standard evaluation form during an Objective Structured Clinical Examination (OSCE). The marks of 51 students who completed the final exam were analyzed.ResultsThe overall passing rate of the EFAST station was 88% (n: 45). EFAST station mark had significant weak correlations with other OSCE stations marks (p = 0.027, rho = 0.31), and with the final EMC mark (p = 0.032, rho = 0.3), but not with the final MCQ exam.ConclusionsFinal year medical students demonstrated effective EFAST learning as measured by their examination performance. One hour EFAST training and 4 -hours practice provide an acceptable level of skill for medical students. The EFAST final marks showed significant weak correlation with other OSCE station marks and final clerkship marks, but not with the final MCQ exam mark which assesses a different cognitive learning domain.

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Establishment of a Teaching Animal Model for Sonographic Diagnosis of Trauma

Abstract: The pig may serve as an excellent clinically relevant model with which to teach surgeons detection of different volumes of intra-abdominal and intrathoracic fluids. The value of this model as an educational tool has yet to be tested.

Cited by 13 publications

References 20 publications

Clinical “case series”: a concept analysis

Clinical “case series”: a concept analysis

Diagnostic point-of-care ultrasound (POCUS) for gastrointestinal pathology: state of the art from basics to advanced

Assessment of EFAST training for final year medical students in emergency medicine clerkship

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