Skill retention with ultrasound curricula

Matthews, Lawrence; Contino, Krysta; Nussbaum, Charlotte; Hunter, Krystal; Schorr, Christa; Puri, Neerja

doi:10.1371/journal.pone.0243086

Cited by 5 publications

(7 citation statements)

References 17 publications

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“…The overall post-participation score improved significantly from a baseline of 59-75%. This is comparable to the improvement in the knowledge (from 60 to 80%) of a cohort of internal medicine residents training in thoracic ultrasonography [20]. Our post-interventions scores are slightly lower than a group of adult critical care trainees receiving a similar longitudinal curriculum.…”

Section: Discussionsupporting

confidence: 66%

A point-of-care ultrasound education curriculum for pediatric critical care medicine

et al. 2022

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Background Diagnostic and procedural point-of-care ultrasound (POCUS) change patient management with the potential to improve outcomes. Pediatric critical care medicine trainees have limited access to education and training opportunities in diagnostic POCUS in the pediatric ICU. A dearth of published pediatric ICU curricular resources restricts these educational opportunities. Methods A 7-week longitudinal curriculum including lectures, practical skills sessions, and knowledge assessment covering core modules including (1) machine operation, (2) vascular access, (3) non-vascular procedures, (4) cardiac imaging, (5) hemodynamic assessment, (6) pulmonary imaging, and (7) abdominal imaging, was disseminated to pediatric critical care trainees and faculty at a single tertiary care pediatric hospital. Results The knowledge of trainees and participating faculty in procedural and diagnostic POCUS improved after implementing the curriculum. Pre-test scores mean and standard deviation (59.30% ± 14.15%) improved significantly (75.60% ± 9.43%) for all learners (p < 0.001). The overall self-reported comfort in diagnostic and procedural ultrasound improved for all learners. 100% of the learners reported utilizing diagnostic POCUS in their clinical practice four months after disseminating the curriculum. Discussion We describe a single center’s approach to POCUS education with improvement in knowledge, self-reported comfort, and attitudes towards procedural and diagnostic POCUS. The curricular resources for adaptation in a similar educational context are provided.

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Section: Discussionsupporting

confidence: 66%

A point-of-care ultrasound education curriculum for pediatric critical care medicine

et al. 2022

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“…In particular, the need for regular supervision, quality assurance, and feedback from experts is vital [ 33 , 34 ]. Numerous studies have demonstrated that POCUS skills decay rapidly with disuse [ 35 – 37 ], which can be mitigated with longitudinal support [ 38 – 40 ]. Synchronous and asynchronous image review and feedback is important for skills advancement, as well as portfolio development to help meet privileging requirements.…”

Section: Discussionmentioning

confidence: 99%

Motivations, barriers, and professional engagement: a multisite qualitative study of internal medicine faculty’s experiences learning and teaching point-of-care ultrasound

et al. 2022

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Background Point-of-care ultrasound (POCUS) graduate medical education is expanding across many specialties, but a lack of trained faculty is a common barrier. Even well-designed faculty development programs struggle with retention, yet little is known about the experiences of practicing physicians learning POCUS. Our objective is to explore the experiences of clinician-educators as they integrate POCUS into their clinical and teaching practices to help inform curriculum design. Methods Qualitative study using instrumental case study design to analyze interview data from 18 internal medicine clinician-educators at 3 academic health centers. Interviewees were recruited by program directors at each site to include participants with a range of POCUS use patterns. Interviews took place from July–August 2019. Results Analysis yielded 6 themes: teaching performance, patient care, curriculum needs, workflow and access, administrative support, and professional engagement. Participants felt POCUS enhanced their teaching skills, clinical decision making, and engagement with patients. The themes highlighted the importance of longitudinal supervision and feedback, streamlined integration of POCUS into clinical workflow, and administrative support of time and resources. Interviewees reported learning and teaching POCUS helped combat burn-out and enhance their sense of professional engagement. Conclusions Learning POCUS as a practicing clinician-educator is a complicated endeavor that must take into account mastery of psychomotor skills, existing practice habits, and local institutional concerns. Based upon the themes generated from this study, we make recommendations to help guide POCUS faculty development curriculum design. Although this study focused on internists, the findings are likely generalizable to other specialties with growing interest in POCUS education.

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“…Other hands-on training opportunities, including independent scanning and work with simulated patients, were also highly rated by fellows and could be used to supplement experiential learning without additional time investment by instructors. The pedagogical value of adding hands-on experience to procedural training has been well established and has been applied to POCUS education (16). Our findings support the need for POCUS programs to provide in-person training and access to ultrasound equipment for practice.…”

Section: Discussionmentioning

confidence: 99%

Point-of-Care Ultrasound Training during Nephrology Fellowship

Moore

Ross

Pivert

et al. 2022

CJASN

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Background and objectivesPoint-of-care ultrasound (POCUS)—performed by a clinician during a patient encounter and used in patient assessment and care planning—has many potential applications in nephrology. Yet, US nephrologists have been slow to adopt POCUS, which may affect the training of nephrology fellows. This study sought to identify the current state of POCUS training and implementation in nephrology fellowships.Design, setting, participants, & measurementsConcise survey instruments measuring attitudes toward POCUS, its current use, fellow competence, and POCUS curricula were disseminated to (1) 912 US nephrology fellows taking the 2021 Nephrology In-Training Examination and (2) 229 nephrology training program directors and associate program directors. Fisher exact, chi-squared, and Wilcoxon rank sum tests were used to compare the frequencies of responses and the average responses between fellows and training program directors/associate program directors when possible.ResultsFellow and training program directors/associate program directors response rates were 69% and 37%, respectively. Only 38% of fellows (240 respondents) reported receiving POCUS education during their fellowship, and just 33% of those who did receive POCUS training reported feeling competent to use POCUS independently. Similarly, just 23% of training program directors/associate program directors indicated that they had a POCUS curriculum in place, although 74% of training program directors and associate program directors indicated that a program was in development or that there was interest in creating a POCUS curriculum. Most fellow and faculty respondents rated commonly covered POCUS topics—including dialysis access imaging and kidney biopsy—as “important” or “very important,” with the greatest interest in diagnostic kidney ultrasound. Guided scanning with an instructor was the highest-rated teaching strategy. The most frequently reported barrier to POCUS program development was the lack of available instructors.ConclusionsDespite high trainee and faculty interest in POCUS, the majority of current nephrology fellows are not receiving POCUS training. Hands-on training guided by an instructor is highly valued, yet availability of adequately trained instructors remains a barrier to program development.PodcastThis article contains a podcast at https://www.asn-online.org/media/podcast/CJASN/2022_09_21_CJN01850222.mp3

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Skill retention with ultrasound curricula

Cited by 5 publications

References 17 publications

A point-of-care ultrasound education curriculum for pediatric critical care medicine

A point-of-care ultrasound education curriculum for pediatric critical care medicine

Motivations, barriers, and professional engagement: a multisite qualitative study of internal medicine faculty’s experiences learning and teaching point-of-care ultrasound

Point-of-Care Ultrasound Training during Nephrology Fellowship

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