Summative clinical competency assessment: A survey of ultrasound practitioners’ views

Harrison, Gill

doi:10.1177/1742271x14550238

Cited by 12 publications

(19 citation statements)

References 9 publications

(18 reference statements)

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“…7,30 Simulation has also been suggested as a potential method of ensuring standardised clinical competency assessment, along with other methods of assessing competency. 31 The use of simulation may go some way to reducing placement pressure and is a valid consideration when planning any new educational courses.…”

Section: Discussionmentioning

confidence: 99%

Educating the future sonographic workforce: membership survey report from the British Medical Ultrasound Society

Parker

Harrison

2015

Ultrasound

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The British Medical Ultrasound Society (BMUS), the Consortium for the Accreditation of Sonographic Education (CASE), education providers and the NHS are working together to review how best to develop education for the future sonographic workforce. There is currently a national vacancy rate of approximately 12% across NHS Trusts. Education course placements are often limited to the number of clinical training places available within departments, resulting in a disparity between vacancies and the numbers of qualified sonographers graduating. Clearly there is a need for education to match the service demand. A term often used as a solution to the workforce problem is 'direct entry' ultrasound education. Anecdotally this term has caused confusion amongst health care professionals and as such the aim of this work was to gain an understanding of the views and opinions of BMUS members and interested professionals about direct entry training and subsequent development of any future training programmes. BMUS undertook an online survey with 286 responses. The survey provided insight into the opinions of ultrasound practitioners and the complexities of developing a relevant educational programme for the future sonographer workforce. The results suggested a number of concerns with direct entry ultrasound programmes, including insufficient training places, lack of health care background knowledge, lack of imaging knowledge and no state registration specific to sonographers. Benefits of direct entry to ultrasound training were perceived to be increasing the number of sonographers trained each year, whilst training people in their first choice profession with skills developed specific to the sonographer role. Support for direct entry ultrasound training was limited to 51% of respondents who would advocate this form of ultrasound training if it led to qualified sonographers with the same skills as sonographers exiting from current CASE accredited programmes.

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Section: Discussionmentioning

confidence: 99%

Educating the future sonographic workforce: membership survey report from the British Medical Ultrasound Society

Parker

Harrison

2015

Ultrasound

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“…3 Due to the nature of the questionnaire, a number of responses were given for some questions, so results are demonstrated in percentages.…”

Section: Resultsmentioning

confidence: 99%

“…In addition to the questions on summative assessment already reported, 3 questions were asked relating to qualifications, experience and training of clinical mentors and assessors and support for the trainee post qualification, to gain a wider perspective on issues relating to clinical competency assessment.…”

Section: Methodsmentioning

confidence: 99%

“…1,[5][6][7]12 Optimal methods of supervision for clinical practice are less clearly defined, as suggested in the literature review by Franklin. 6 Following a previous article, 3 which considered summative final clinical competency assessment, this second article will review findings from the same survey, 3 focussing on formative progress monitoring, training of clinical staff in their role as mentors and assessors and post qualification support.…”

Section: Introductionmentioning

confidence: 99%

“…1 Clinical competency assessment is a crucial part of that ultrasound training and qualification. 2,3 However, prior to competency testing, it is important to monitor trainee progress and determine their skill level. This formative feedback will assist trainees achieve learning objectives and develop their abilities in preparation for final summative competency assessment and independent practice.…”

Section: Introductionmentioning

confidence: 99%

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Ultrasound clinical progress monitoring: Who, where and how?

Harrison

2015

Ultrasound

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Prior to assessment of final ultrasound clinical competency it is important to monitor clinical progress, provide high quality feedback and encourage skills development. The role of the supervisor, mentor and assessor are fundamental to the on-going progress monitoring of ultrasound trainees. This article forms the second part of a larger project which was to elicit ultrasound practitioners' opinions on how progress should be monitored, where and by whom. An on-line questionnaire was used to gain opinions from ultrasound practitioners. Totally, 116 responses were received from professionals with an interest in ultrasound assessment. Results suggested that experienced, qualified ultrasound practitioners should undertake the role of supervisor and assessor, having been prepared for that role by the training centre. Formative monitoring should take place both within the clinical department and possibly the training centre, using a range of methods. Following completion of the training, practitioners should have a preceptorship period to consolidate their knowledge and skills for 3 to 6 months or until further competencies have been demonstrated. Formative progress monitoring should be a recognised part of ultrasound training. Essentially, staff undertaking supervision and assessor roles should be supported and trained to ensure a high quality, consistent learning experience for ultrasound trainees. Additionally, they should provide appropriate feedback to the trainee and education centre.

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Point‐of‐care ultrasound in obstetrics

Collins¹,

Collins

Kothari

2019

Australas J Ultrason Med

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Point-of-care ultrasound, or PoCUS, where imaging is undertaken at the bedside, clinic or emergency department (ED) by the clinician overseeing treatment, is a rapid form of assessment that may be undertaken alongside or as an alternative to traditional, formal ultrasound performed by a radiology service. PoCUS reduces the time to diagnosis, thus allowing lifesaving treatment to be initiated. This is particularly relevant in Obstetrics and Gynaecology (OBGYN), where delayed diagnosis of pregnancy complications is often fatal or highly debilitating to the mother or fetus. The literature suggests that PoCUS is particularly useful in areas that are inadequately resourced, as it is relatively cheap and accessible. High-quality training is essential to ensure that the staff performing the scans are adequately qualified to deliver the service. Clinicians who perform PoCUS in their practice should be aware of the appropriate indications, as well as when to refer for formal imaging.

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Summative clinical competency assessment: A survey of ultrasound practitioners’ views

Cited by 12 publications

References 9 publications

Educating the future sonographic workforce: membership survey report from the British Medical Ultrasound Society

Educating the future sonographic workforce: membership survey report from the British Medical Ultrasound Society

Ultrasound clinical progress monitoring: Who, where and how?

Point‐of‐care ultrasound in obstetrics

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