Telepresent Focused Assessment With Sonography for Trauma Examination Training Versus Traditional Training for Medical Students: A Simulation‐Based Pilot Study

Poland, Scott; Frey, Jennifer A.; Khobrani, Ahmad; Ondrejka, Jason; Ruhlin, Michael U.; George, Richard L.; Gothard, M. David; Ahmed, Rami

doi:10.1002/jum.14551

Cited by 29 publications

(58 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Low-cost tele-ultrasound setups such as multiple-fixed cameras, audio in conjunction with a live ultrasound stream, and smartphones have been explored as means of ultrasound training [4]. Poland et al 2018 demonstrated that tele-ultrasound has a place in medical student education as an effective means of learning new sonography skills [15,16]. Therein lies an opportunity to build upon these previous studies.…”

Section: Discussionmentioning

confidence: 99%

Innovations with tele-ultrasound in education sonography: the use of tele-ultrasound to train novice scanners

Drake

MacDougall

et al. 2021

Ultrasound J

View full text Add to dashboard Cite

Objectives Point-of-care ultrasound (POCUS) has become increasingly integrated into medical education given the growing role of evaluative and procedural techniques in practice today. Tele-ultrasound is a new and promising venture that aims to expand medical knowledge and education to previously unreached or underserved areas. This study aimed to determine the non-inferiority of teaching ultrasound remotely using tele-ultrasound via the Philips Lumify (Philips Medical Systems, Bothell, WA) system, which utilizes video conferencing technology and real-time imaging that can be viewed by the operator and educator simultaneously. Methods Three commonly used ultrasound exams were taught and evaluated in 56 ultrasound-naive medical participants: Focused Assessment with Sonography in Trauma (FAST), Lower Extremity Deep Venous Thrombosis (LEDVT) screening, and ultrasound-guided vascular access. The participants were randomized into either in-person traditional learning or tele-ultrasound learning with the Philips Lumify (Philips Medical Systems, Bothell, WA) units. The primary outcome of interest was the ability to perform certain tasks for each exam Results Competency on each exam was tested across all exams and no inferiority was found between in-person and remote learning (p < 0.05). Conclusions Our findings support the use of tele-ultrasound in beginner ultrasound education.

show abstract

Section: Discussionmentioning

confidence: 99%

Innovations with tele-ultrasound in education sonography: the use of tele-ultrasound to train novice scanners

Drake

MacDougall

et al. 2021

Ultrasound J

View full text Add to dashboard Cite

show abstract

“…Likewise another study reported a significant increase both in the mean number of correct answers on the 26-item hypertension knowledge test (from 13.11 to 17.44, p < .01) and on the 7item hypertension management self-efficacy scale (from 4.68 to 5.41, p < .01) among the primary care practitioners in the intervention group in Chicago's south side [10] . The positive outcome in the current study could be attributed to both the informative didactics delivered by experts in the concerned fields, and practical, evidence-based learning through the medium of case presentations by the participants [11].Apart from this, the time designated during each session for questions and interaction among the participants and the experts facilitated further knowledge enhancement. [11] Poland et al [11] , Ciullo et al [12], and Panait et al [13] compared in-person training and tele mentoring of medical students in different medical procedures like the focused assessment with sonography for trauma (FAST) examination, mechanical ventilation, and laparoscopy respectively, and reported almost similar efficacy of both and found the benefit of both the training methodologies comparable.…”

Section: Discussionmentioning

confidence: 67%

“…The positive outcome in the current study could be attributed to both the informative didactics delivered by experts in the concerned fields, and practical, evidence-based learning through the medium of case presentations by the participants [11].Apart from this, the time designated during each session for questions and interaction among the participants and the experts facilitated further knowledge enhancement. [11] Poland et al [11] , Ciullo et al [12], and Panait et al [13] compared in-person training and tele mentoring of medical students in different medical procedures like the focused assessment with sonography for trauma (FAST) examination, mechanical ventilation, and laparoscopy respectively, and reported almost similar efficacy of both and found the benefit of both the training methodologies comparable. Moreover, a recent study from a developing county stated, 65.41% healthcare workers used e-learning platforms for upgrading their knowledge during COVID-19, suggesting increased preference towards online training as it saves travel during pandemic without compromising learning [14].…”

Section: Discussionmentioning

confidence: 67%

Evaluation of the Knowledge Enhancement and Impact of Tele Mentoring on Liver Care, Using ECHO Platform on Nursing Professionals in India

Syed

Rastogi

Keshan

et al. 2021

AJMAH

View full text Add to dashboard Cite

Aims: The objective of the study was to assess the effectiveness of the one-day training program on liver care among nursing professionals using online training platform of ECHO (Extension for Community Healthcare Outcomes). The study also aimed to assess the impact of one-day training program on liver care on their attitude and practice at least after four months. Study Design: Pre-post design Place and Duration of Study: Institute of Liver and Biliary Sciences New Delhi and 26th March 2019 till 22nd February 2020. Methodology: A one-day training program titled “Approach to patients with liver diseases” on management of liver infections for nursing professionals was conducted. An online link for KAP and Pre-post knowledge assessment questionnaire consisting 32 (KAP) questions was shared with all registered participants. Same Knowledge questionnaire consisting 19 questions was shared with the participants after training. Four months after training impact assessment was conducted by sharing the online link with the participants of the conducted program. The data was extracted in MS excel. The continuous variable was presented as mean and standard deviation (SD) or median and Inter quartile range (IQR) as appropriate. The categorical variable was presented as frequency and percentages. Paired t-test was used to assess the difference in pre and post knowledge assessment. For performing the requisite analysis, knowledge score was divided as poor-to-moderate (<66.67%) and Good (≥66.67%). The analysis was performed in IBM-SPSS version 22. Results: A total of 5974 nursing professionals were trained in 17 one day trainings and data for KAP and pre-post assessment data was available for 4647 and 3456 participants respectively, out of which 295 participants were analysed for impact assessment. Correlation coefficient between knowledge, attitude and practice score stated Pre-knowledge score was significantly correlated with attitude (r=0.19, p<0.05) and practice (r=0.20, p<0.05) whereas attitude and practice were also found to be significantly correlated (r=32, p<0.05) with each other. Conclusion: The results from this study support the use of ILBS-ECHO model in tele mentoring the health care professionals by providing education and training in assessment and management of liver diseases. The technology used in ILBS-ECHO has demonstrated its utility in educating clinicians through co-managed care of underserved patients.

show abstract

“…While some current research has focused on the effects of remote teaching and assessment on student learning and achievement, little research has examined student perceptions or preferences regarding the two modalities of teaching and evaluation. 15 This study addresses this knowledge gap by assessing pharmacy student perceptions and preferences of video versus in-person evaluations.…”

Section: A J P Ementioning

confidence: 99%

Pharmacy Student Perceptions and Preferences of In-person Versus Video-Recorded Evaluations in Skills-Based Courses

Beal

Weber

Isaacs

et al. 2020

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objective. To determine pharmacy students' preferences and perceptions of in-person and video evaluations. The relationship between student perceptions and academic achievement has been established, but little research on student perceptions of evaluation methods exists. Methods. A mixed methods survey was administered to 447 first-, second-, and third-professional year pharmacy students enrolled in one public United States Doctor of Pharmacy program. Fourteen 5-point Likert-type scale quantitative items and four qualitative items measured student perceptions. Eight response choice items measured preferences. Paired t-tests compared perceptions; independent t-tests compared perceptions between students exposed and not exposed to video evaluations. Two researchers performed thematic content analysis of the qualitative responses. Results. Students (n=444, 99.3% response rate) perceived in-person and video evaluations as significantly different, with in-person evaluations being perceived more positively on all items except for nervousness. Students exposed to video felt significantly more positive towards video evaluations than video-naïve students on nine items but felt significantly less positive towards video evaluations in terms of quality (Δ=1.24 vs. 0.83) and amount (Δ=1.14 vs 0.77) of written feedback. Students valued interactions with a more diverse pool of evaluators afforded by video evaluations but did not view the video technology as applicable to future practice. Conclusion.Students viewed in-person evaluations significantly more positively than video evaluations. This effect is mitigated by exposure to video, suggesting that concerns regarding video evaluations are based on conjecture rather than experience. This study highlights the need to reduce technological issues and improve written feedback associated with video evaluations.

show abstract

Telepresent Focused Assessment With Sonography for Trauma Examination Training Versus Traditional Training for Medical Students: A Simulation‐Based Pilot Study

Abstract: Telepresent education is a viable option for teaching the FAST examination to medical students.

Cited by 29 publications

References 16 publications

Innovations with tele-ultrasound in education sonography: the use of tele-ultrasound to train novice scanners

Innovations with tele-ultrasound in education sonography: the use of tele-ultrasound to train novice scanners

Evaluation of the Knowledge Enhancement and Impact of Tele Mentoring on Liver Care, Using ECHO Platform on Nursing Professionals in India

Pharmacy Student Perceptions and Preferences of In-person Versus Video-Recorded Evaluations in Skills-Based Courses

Contact Info

Product

Resources

About