Teaching Point-of-Care Lung Ultrasound to Novice Pediatric Learners

Abstract

Objective To assess whether Web-based teaching is at least as effective as traditional classroom didactic in improving the proficiency of pediatric novice learners in the image acquisition and interpretation of pneumothorax and pleural effusion using point-of-care ultrasound (POCUS). Methods We conducted a randomized controlled noninferiority study comparing the effectiveness of Web-based teaching to traditional classroom didactic. The participants were randomized to either group A (live classroom lecture) or group B (Web-based lecture) and completed a survey and knowledge test. They also received hands-on training and completed an objective structured clinical examination. The participants were invited to return 2 months later to test for retention of knowledge and skills. Results There were no significant differences in the mean written test scores between the classroom group and Web group for the precourse test (absolute difference, −2.5; 95% confidence interval [CI], −12 to 6.9), postcourse test (absolute difference, 2.0; 95% CI, −1.4, 5.3), and postcourse 2-month retention test (absolute difference, −0.8; 95% CI, −9.6 to 8.1). Similarly, no significant differences were noted in the mean objective structured clinical examination scores for both intervention groups in postcourse (absolute difference, 1.9; 95% CI, −4.7 to 8.5) and 2-month retention (absolute difference, −0.6; 95% CI, −10.7 to 9.5). Conclusions Web-based teaching is at least as effective as traditional classroom didactic in improving the proficiency of novice learners in POCUS. The usage of Web-based tutorials allows a more efficient use of time and a wider dissemination of knowledge.

The Effectiveness of Self-Instructional Video vs. Classroom Teaching Method on Focused Assessment With Sonography in Trauma Among House Officers in University Hospital

“…The standard deviation was based on results from a previous study on video-based learning (12). The non-inferiority limit was based on similar studies (8,12).…”

“…FAST usually requires long hours of training and is not easy to arrange for a large crowd, especially when time and resources are limited. Besides that, participants may be pressured to keep up with their peers' pace in a classroom teaching since it is usually done only once (7,8). Hence some might find it challenging to fully benefit from classroom learning, especially when it involves participants from different educational backgrounds and experiences such as doctors from different specialities, nurses and paramedics.…”

“…There are newer teaching modalities that has been proposed such as incorporating the use of video-assisted learning through self-instructional video (SIV) with ultrasound simulators for hands-on training to teach sonographic skills (7,8). The impact of this method is not limited to reducing the need for the instructor's presence, but also enabling participants to review the video for learning at their own time and pace, allowing a more relaxed learning environment (10,11).…”

“…Several studies have been conducted to evaluate the effectiveness of SIV in teaching clinical procedures where the main benefit lies in its flexibility (8,10). The module is also easily repeatable and can compensate for the lack of instructor and time (8,12). A previous study showed that an animated video can be an effective teaching tool (16).…”

“…A previous study showed that an animated video can be an effective teaching tool (16). SIV has been used to teach senior doctors or specialists of certain specialties such as anaesthesiology and pediatric emergency medicine (8,17). However, teaching sonographic procedures such as FAST via SIV to junior house officers or doctors has not been thoroughly investigated.…”