Feasibility of a Critical Care Ultrasound Curriculum Delivered Through Facebook

Li, Shiqan; Lee-Chang, Alfredo; Yaghmour, Bassasm; Khan, Roozehra; Lieber, Janice; Lee, May M.

doi:10.7759/cureus.6349

Cited by 2 publications

(4 citation statements)

References 12 publications

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“…Our results show that the most common training tools are bedside teaching and classroom lessons; this is consistent with literature describing them as the easiest and most well-established tools [24]. Recent studies suggested to implement the currently diffuse face-to-face lecture model with the adoption of flipped classroom [35][36][37][38][39], social media [40][41][42][43] and online learning [44][45][46][47][48]. Online modules were rarely adopted in Italian training programs, although appreciated by residents who reported an extensive use of web-based tools.…”

Section: Discussionsupporting

confidence: 87%

Point-of-care ultrasound training for residents in anaesthesia and critical care: results of a national survey comparing residents and training program directors’ perspectives

Mongodi

Bonomi²,

Vaschetto

et al. 2022

BMC Med Educ

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Background Point-of-care ultrasound (POCUS) has become an essential tool for anaesthesia and critical care physicians and dedicated training is mandatory. This survey describes the current state of Italian residency training programs through the comparison of residents’ and directors’ perspective. Methods Observational prospective cross-sectional study: 12-question national e-survey sent to Italian directors of anaesthesia and critical care residency programs (N = 40) and residents (N = 3000). Questions focused on POCUS teaching (vascular access, transthoracic echocardiography, focused assessment for trauma, transcranial Doppler, regional anaesthesia, lung and diaphragm ultrasound), organization (dedicated hours, teaching tools, mentors), perceived adequacy/importance of the training and limiting factors. Results Five hundred seventy-one residents and 22 directors completed the survey. Bedside teaching (59.4–93.2%) and classroom lessons (29.7–54.4%) were the most frequent teaching tools. Directors reported higher participation in research projects (p < 0.05 for all techniques but focused assessment for trauma) and simulation (p < 0.05 for all techniques but transthoracic echocardiography). Use of online teaching was limited (< 10%); however, 87.4% of residents used additional web-based tools. Consultants were the most frequent mentors, with different perspectives between residents (72.0%) and directors (95.5%; p = 0.013). Residents reported self-training more frequently (48.5 vs. 9.1%; p < 0.001). Evaluation was mainly performed at the bedside; a certification was not available in most cases (< 10%). Most residents perceived POCUS techniques as extremely important. Residents underestimated the relevance given by directors to ultrasound skills in their evaluation and the minimal number of exams required to achieve basic competency. Overall, the training was considered adequate for vascular access only (62.2%). Directors mainly agreed on the need of ultrasound teaching improvement in all fields. Main limitations were the absence of a standardized curriculum for residents and limited mentors’ time/expertise for directors. Conclusion POCUS education is present in Italian anaesthesia and critical care residency programs, although with potential for improvement. Significant discrepancies between residents’ and directors’ perspectives were identified.

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Section: Discussionsupporting

confidence: 87%

Point-of-care ultrasound training for residents in anaesthesia and critical care: results of a national survey comparing residents and training program directors’ perspectives

Mongodi

Bonomi²,

Vaschetto

et al. 2022

BMC Med Educ

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“…Facebook is a popular, familiar social media platform easily accessed at no charge and with a simple account registration process. Some research indicates that Facebook may engage and interest students (Li et al, 2019) and encourage interaction between students and teachers (Fischer et al, 2018). With its interactive features, including its ability to host discussions, (Fischer et al, 2018) Facebook is a natural but somewhat underutilised platform for teaching (Fischer et al, 2018) that is compatible with adult learning theory concepts, such as active participation in the learning process, spacing of the learning and a personal learning environment (Li et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Some research indicates that Facebook may engage and interest students (Li et al, 2019) and encourage interaction between students and teachers (Fischer et al, 2018). With its interactive features, including its ability to host discussions, (Fischer et al, 2018) Facebook is a natural but somewhat underutilised platform for teaching (Fischer et al, 2018) that is compatible with adult learning theory concepts, such as active participation in the learning process, spacing of the learning and a personal learning environment (Li et al, 2019). Facebook also requires no extensive technical skill on the part of faculty (Li et al, 2019) and is unhindered by limitations of scheduling and budget (Brooks et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…With its interactive features, including its ability to host discussions, (Fischer et al, 2018) Facebook is a natural but somewhat underutilised platform for teaching (Fischer et al, 2018) that is compatible with adult learning theory concepts, such as active participation in the learning process, spacing of the learning and a personal learning environment (Li et al, 2019). Facebook also requires no extensive technical skill on the part of faculty (Li et al, 2019) and is unhindered by limitations of scheduling and budget (Brooks et al, 2020). Facebook allows for greater submitted text capacity per comment as compared to other social media platforms.…”

Section: Introductionmentioning

confidence: 99%

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Designing an interprofessional Facebook discussion group to teach about LGBTQ healthcare disparities and inclusive practices

Neill

Allison

Jarrett

et al. 2021

Health Education Journal

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Objective: Training on lesbian, gay, bisexual, transgender and queer or questioning (LGBTQ) healthcare and inclusive practice is lacking in curricula across health professions, contributing to health disparities. The purpose of this study was to evaluate an interprofessional learning activity on LGBTQ healthcare disparities and inclusive practices delivered in a closed Facebook group. Design: Asynchronous, online platforms, like social media, offer a simple means of connection and discussion for interprofessional education. Setting: An academic health centre in the Southern USA. Methods: The learning activity consisted of (1) pre- and post-quizzes assessing knowledge about LGBTQ healthcare, (2) content review of required readings and a video and (3) daily discussion threads. Students completed individual reflection essays about interprofessional education and practice and the Quadruple Aim. Results: Two cohorts of interprofessional students completed the activity. Average quiz scores increased post-activity. Both the Facebook discussion threads and reflection essays demonstrated that students recognised the need to incorporate LGBTQ-inclusive practices into their future professional practice, as well as recognised the valuable insight of their interprofessional team members. Students had mixed perspectives about Facebook as a discussion platform for interprofessional education. Conclusion: Facebook groups provide a feasible platform to implement interprofessional education on LGBTQ-inclusive healthcare practice and stimulate student discussion.

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Feasibility of a Critical Care Ultrasound Curriculum Delivered Through Facebook

Abstract: To investigate the feasibility of adjunct critical care ultrasound (CCUS) curriculum via Facebook, and evaluate its impact on fellow's interest and knowledge acquisition.

Cited by 2 publications

References 12 publications

Point-of-care ultrasound training for residents in anaesthesia and critical care: results of a national survey comparing residents and training program directors’ perspectives

Point-of-care ultrasound training for residents in anaesthesia and critical care: results of a national survey comparing residents and training program directors’ perspectives

Designing an interprofessional Facebook discussion group to teach about LGBTQ healthcare disparities and inclusive practices

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