Interdisciplinary approach to enhance trauma residents education of Extended‐Focused Assessment for Sonography in Trauma in the emergency department

Abstract

Background Despite the utilization of point‐of‐care ultrasound (POCUS) by trauma surgeons, formal POCUS requirements do not exist for general surgery residents. We sought to evaluate surgery resident comfort with performing and interpreting of Extended‐Focused Assessment for Sonography in Trauma (E‐FAST) scans after a brief educational session. Methods A pre‐survey, sent to PGY‐2 and ‐3 surgical residents before their trauma rotation, evaluated comfort with eight components of the E‐FAST. Residents were then required to watch a 15‐min online video and attend a 1‐h bedside training session moderated by emergency medicine ultrasound fellows during which residents practised E‐FAST image acquisition and interpretation. After the rotation, residents completed a post‐survey evaluating their comfort with the E‐FAST. Results All 27 residents rotating on the trauma service during the 2017–2018 academic year were eligible and, therefore, approached by the study team. Twenty‐one (77.78%) residents completed the pre‐survey, training and post‐survey. Initially, only 52% (13/25) of residents reported feeling confident in performing the E‐FAST. After the session, all (100%) reported feeling confident in their training in E‐FAST. Self‐reported mean comfort with each of the eight components of the E‐FAST showed a statistically significant (P < 0.01) increase from pre–post survey for all residents. Isolating only the residents who initially reported feeling confident in E‐FAST still showed a statistically significant (P < 0.01) increase in mean comfort. Conclusion A single POCUS training programme has been shown to improve surgical residents' comfort in performing and interpreting the E‐FAST. This interdisciplinary approach can enhance collaboration and bridge gaps between emergency medicine and surgery residency programmes.

Integrating Psychological Care Training in Trauma Care for Medical Students: the Need and the Strategies

“…to psychological training in trauma care. 17,18 The findings of a study done in the Department of Surgery of Indiana University School of Medicine revealed that higher objectively assessed stress was associated with poor performance in non-technical skills. 17 Such exposure creates a synergistic environment for medical students and they gradually acknowledge the interconnectedness of physical and psychological well-being while dealing with trauma patients.…”

“…17 Such exposure creates a synergistic environment for medical students and they gradually acknowledge the interconnectedness of physical and psychological well-being while dealing with trauma patients. 18,19 This can be executed by organizing joint workshops and training sessions, where all the involved professionals share their views on trauma care and psychological support strategies. 19,20 The institution can allot fixed days for discussing specific trauma cases with psychological dimensions, and professionals who were related to the case can be called to share their experiences in the presence of medical students.…”

“…This interdisciplinary approach to psychological training is an evidence-based way for medical students to learn about the shared decision-making process. [18][19][20] The findings of an interventional study revealed that the adoption of an interdisciplinary approach can significantly improve the collaboration and eliminate the prevailing gaps between residents posted in emergency medicine and surgery. 18…”

“…[18][19][20] The findings of an interventional study revealed that the adoption of an interdisciplinary approach can significantly improve the collaboration and eliminate the prevailing gaps between residents posted in emergency medicine and surgery. 18…”

Surgical Resident Education and Performance in Extended Focused Abdominal Sonography for Trauma

“…The current curriculum specifies only a 30-minute video on eFAST in the Advanced Trauma Life Support (ATLS) course, which cannot replace individual instruction with a mentor, simulation, or hands-on practice. 3 Prior works studied improvement techniques in eFAST resident education, 4 but research investigating overall general surgery residency programs' (GSRPs') training methods has yet to be published. Our study surveyed GSRP eFAST training in the United States.…”