Evaluation of a point-of-care ultrasound curriculum and ocular phantom in residency training

Lazarow, Frances; Deal, Anna K.; Shaves, Sarah; Knapp, Barry; Byars, Donald; Goodmurphy, Craig; Trace, Anthony P.; Nuñez, David; Elzie, Carrie

doi:10.1007/s40477-021-00578-8

Cited by 2 publications

(3 citation statements)

References 14 publications

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“…This also applies in particular to the recognition of retinal detachment and globe perforation or penetration. These selected conditions can also be encountered by physicians outside ophthalmology, e.g., in a general emergency department [ 30 , 31 , 40 ], and therefore represent an important learning objective within this POCOUS curriculum. No significant subjective increase in knowledge was identified in the category “skills in associated areas”.…”

Section: Discussionmentioning

confidence: 99%

“…This might make it possible to increase training time on the equipment during in-person phases and enhance the effectiveness of teaching by means of better participant preparation [ 49 ]. In addition, it would be desirable in future to develop and use models to simulate pathological findings which might positively influence the learning effect [ 40 ] and facilitate ultrasonography of these findings in practice for participants.…”

Section: Discussionmentioning

confidence: 99%

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Development and evaluation of a point-of-care ocular ultrasound curriculum for medical students - a proof-of-concept study

Weimer,

Rink,

Vieth

et al. 2023

BMC Med Educ

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Background Point-of-care Ocular Ultrasound (POCOUS) has gained importance in emergency medicine and intensive care in recent years. This work aimed to establish and evaluate a dedicated ultrasound education program for learning POCOUS-specific skills during medical studies at a university hospital. Methods The blended learning-based program (6 teaching units) based on recent scientific publications and recommendations was developed for students in the clinical part of their medical studies. Experts and trainers consisted of physicians from the Ear-Nose-Throat, radiology, ophthalmology and neurology specialties as well as university educational specialists. Lecture notes containing digital video links for preparation was produced as teaching material. In total, 33 students participated in the study. The education program, including the teaching materials, motivation and subjective gain in competency, was evaluated with the aid of a questionnaire (7-point Likert response format). Objective learning success was assessed on the basis of pre- and post-tests. These covered the skill areas: “anatomical basics”, “ultrasound basics”, “understanding of cross-sectional images”, “normal findings” and “pathology recognition”. Results In the objective assessment of image interpretation, the participants improved significantly (p < 0.001) from pre- to post-test with a large effect size (Cohen’s d = 1.78, effect size r = 0.66). The evaluations revealed a high level of satisfaction with the course concept, teaching materials and the tutors. In addition, a high level of motivation was recorded in relation to continuing to study “ultrasound diagnostics” and “ophthalmologic diseases”. A significant (p < 0.01) positive gain was also achieved in terms of the subjective assessment of competency. This covers areas such as expertise, sonographic anatomy and performing a POCOUS examination as well as recognizing retinal detachment, globe perforation and increased optic nerve sheath diameter. Conclusion The results of this feasibility study show that medical students accept and support a POCOUS-specific education program and are able to develop a higher objective and subjective level of competency. Future transfer to other sites and larger groups of participants seems feasible.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Development and evaluation of a point-of-care ocular ultrasound curriculum for medical students - a proof-of-concept study

Weimer,

Rink,

Vieth

et al. 2023

BMC Med Educ

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“…Ocular POCUS, in particular, is easy to perform because of the superficial location of the eye, and it can provide valuable diagnostic information on various conditions, including retinal detachment, vitreous hemorrhage, intraocular foreign bodies [ 2 , 3 , 4 ], and increased intracranial pressure via optic nerve sheath diameter (ONSD) measurements [ 5 , 6 ]. Therefore, emergency physicians (EPs) can reliably distinguish between pathologies that require urgent ophthalmologic consultation and those that do not [ 7 , 8 , 9 ]. The American College of Emergency Physicians (ACEP) recommends ocular ultrasound as one of the primary applications of ultrasound guidelines [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

Online Learning versus Hands-On Learning of Basic Ocular Ultrasound Skills: A Randomized Controlled Non-Inferiority Trial

et al. 2022

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Background and objectives: Ocular ultrasound is a core application of point-of-care ultrasound (POCUS) to assist physicians in promptly identifying various ocular diseases at the bedside; however, hands-on POCUS training is challenging during a pandemic. Materials and Methods: A randomized controlled non-inferiority trial was conducted in an academic emergency department from October 2020 to April 2021. Thirty-two participants were randomly assigned to one of two groups. Group H (hands-on learning group) participated individually in a hands-on session with a standardized patient for 30 min, whereas Group O (online learning group) learned training materials and video clips for 20 min. They scanned four eyeballs of two standardized patients sequentially following the ocular POCUS scan protocol. Repeated POCUS scans were performed 2 weeks later to assess skill maintenance. Both groups completed the pre- and post-surveys and knowledge tests. Two emergency medicine faculty members blindly evaluated the data and assigned a score of 0–25. The primary endpoint was the initial total score of scan quality evaluated using non-inferiority analysis (generalized estimating equation). The secondary endpoints were total scores for scan quality after 2 weeks, scan time, and knowledge test scores. Results: The least squares means of the total scores were 21.7 (0.35) for Group O and 21.3 (0.25) for Group H, and the lower bound of the 95% confidence interval (CI) was greater than the non-inferiority margin of minus 2 (95% CI: −0.48–1.17). The second scan scores were not significantly different from those of the first scan. The groups did not differ in scanning time or knowledge test results; however, Group H showed higher subjective satisfaction with the training method (p < 0.001). Conclusion: This study showed that basic online ocular ultrasound education was not inferior to hands-on education, suggesting that it could be a useful educational approach in the pandemic era.

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Evaluation of a point-of-care ultrasound curriculum and ocular phantom in residency training

Cited by 2 publications

References 14 publications

Development and evaluation of a point-of-care ocular ultrasound curriculum for medical students - a proof-of-concept study

Development and evaluation of a point-of-care ocular ultrasound curriculum for medical students - a proof-of-concept study

Online Learning versus Hands-On Learning of Basic Ocular Ultrasound Skills: A Randomized Controlled Non-Inferiority Trial

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