The Future of Virtual Sports Ultrasound Education and Collaboration

Schroeder, Allison N.; Kruse, Ryan C.

doi:10.1249/jsr.0000000000000802

Cited by 3 publications

(10 citation statements)

References 29 publications

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“…The emergence of the COVID-19 pandemic has required significant reformatting of education delivery for trainees worldwide [ 39 , 40 ]. Due to social distancing precautions, typical barriers for MSKUS training were amplified [ 25 ••, 30 •, 31 •, 32 , 41 , 42 ]. The lack of expert faculty and travel restrictions hindered MSKUS training and development of competency for PM&R residents in the USA.…”

Section: Discussionmentioning

confidence: 99%

“…We elected to use Zoom due to its widespread familiarity; however, any virtual platform would be sufficient. Previous studies have described two main methods in which a virtual US scanning session can be taught: (A) picture-in-picture (PIP) method and (B) two-camera method [ 30 •, 31 •, 48 ]. The former method requires a video capture device and special software with the appropriate input/output cables.…”

Section: Discussionmentioning

confidence: 99%

“…This method creates a side-by-side image of the US screen and transducer positioning. Considering most trainees have smart devices readily available, this method is relatively low cost but may sacrifice image quality [ 30 •].…”

Section: Discussionmentioning

confidence: 99%

“…The COVID-19 pandemic continues to financially burden many institutions; therefore, developing an adequate educational experience with minimal equipment and set-up was a key determinant for this curriculum’s technical requirements. Our experience of combining the previously described methods for virtual US education proved to be effective for allowing real-time display of high-quality US images and transducer positioning [ 30 •, 31 •, 48 ]. By electing to only purchase the video capture card and deferring the video capture software, we were able to keep the cost relatively low while optimizing image quality for learners during demonstrations.…”

Section: Discussionmentioning

confidence: 99%

“…With the emergence of the COVID-19 pandemic, more teleguided technology has been utilized, which can supplement education to increase familiarity and training frequency. To enhance MSKUS residency education, novel approaches are being developed for distance learning with real-time ultrasound (US) visualization and instructor feedback [ 29 , 30 •, 31 •, 32 ]. This facilitates opportunities for more contact hours, didactic learning, and collaboration between programs/specialties.…”

Section: Introductionmentioning

confidence: 99%

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A Hybrid Musculoskeletal Ultrasound Curriculum for Physical Medicine and Rehabilitation Residents—a Multi-center Pilot Program

Raja

Emam

Shustorovich³

et al. 2023

Curr Phys Med Rehabil Rep

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Purpose of Review The increased use of musculoskeletal ultrasound (MSKUS) in clinical practice warrants achieving competency earlier in physiatrists’ careers. Physical Medicine and Rehabilitation (PM&R) residency programs have started incorporating formal MSKUS training in their curricula; however, significant heterogeneity remains in MSKUS education. Recent Findings Numerous barriers contribute to the lack of consensus for MSKUS training during residency, but the COVID-19 pandemic severely disrupted in-person learning. As an adjunct or alternative to in-person learning, teleguided technology is being utilized. Summary This curriculum demonstrates the role of a hybrid MSKUS training with interinstitutional collaboration. Twenty PM&R learners, from two institutions, were divided into a fundamental or advanced track. Virtual didactic sessions alternated weekly with hands-on ultrasonographic scanning sessions. Following a 12-month longitudinal curriculum, an end-of-year practical examination was used for competency assessment, in addition to a survey assessing resident perceptions and feedback. To our knowledge, this is the first collaborative and hybrid MSKUS curriculum for PM&R learners that can be easily reproduced at most training institutions and circumvent some of the barriers amplified by the COVID-19 pandemic. Supplementary Information The online version contains supplementary material available at 10.1007/s40141-023-00380-z.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

A Hybrid Musculoskeletal Ultrasound Curriculum for Physical Medicine and Rehabilitation Residents—a Multi-center Pilot Program

Raja

Emam

Shustorovich³

et al. 2023

Curr Phys Med Rehabil Rep

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Extended Reality in Diagnostic Imaging—A Literature Review

Kukla,

Maciejewska,

Strojna

et al. 2023

Tomography

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The utilization of extended reality (ER) has been increasingly explored in the medical field over the past ten years. A comprehensive analysis of scientific publications was conducted to assess the applications of ER in the field of diagnostic imaging, including ultrasound, interventional radiology, and computed tomography. The study also evaluated the use of ER in patient positioning and medical education. Additionally, we explored the potential of ER as a replacement for anesthesia and sedation during examinations. The use of ER technologies in medical education has received increased attention in recent years. This technology allows for a more interactive and engaging educational experience, particularly in anatomy and patient positioning, although the question may be asked: is the technology and maintenance cost worth the investment? The results of the analyzed studies suggest that implementing augmented reality in clinical practice is a positive phenomenon that expands the diagnostic capabilities of imaging studies, education, and positioning. The results suggest that ER has significant potential to improve diagnostic imaging procedures’ accuracy and efficiency and enhance the patient experience through increased visualization and understanding of medical conditions. Despite these promising advancements, further research is needed to fully realize the potential of ER in the medical field and to address the challenges and limitations associated with its integration into clinical practice.

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Continuing Education: Improving Athletic Trainers’ Knowledge of Musculoskeletal Diagnostic Ultrasound Through a Physician-Led Longitudinal Ultrasound Course

Schroeder,

Johnson,

Jelsing

et al. 2023

Athletic Training Education Journal

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Context Musculoskeletal (MSK) diagnostic ultrasound (US) is increasingly being utilized by physicians to evaluate athletes in outpatient clinics, on the sidelines, and in athletic training facilities. Having a thorough understanding of MSK US will help athletic trainers (ATs) better assist physicians who perform MSK US. Objective To determine if a longitudinal 6-month MSK anatomy and US course would increase ATs’ ability to acquire, label, and optimize US images of normal structures and improve their overall confidence in assisting with performing US and to determine if demographic factors, work-related factors, or higher self-reported confidence was associated with better performance. Design Prospective cohort study. Setting Academic institution. Other Participants Seventeen ATs working with sports medicine physicians at 3 institutions. Interventions Longitudinal 6-month MSK anatomy and US course. Main Outcome Measures Ultrasound image scores (normal structures scored on a 5-point scale) were assessed precourse, during the course, and postcourse. Scores were compared across time points for the assessed body regions (knee, ankle/foot, shoulder, elbow/wrist/hand, and hip). Associations with demographic factors, US experience, and AT self-reported confidence were explored. Results Seventeen ATs completed the course. There was a significant difference among the average overall precourse (average: 1.34/5, range: 0/5 to 4.23/5), during-course (average = 3.53/5; range, 2.6/5 to 4.37/5), and postcourse (average = 3.83/5; range, 2.33/5 to 4.67/5) image scores [χ2(2) = 24.47, P < .001]. There was a significant positive correlation between the numbers of days (rs[17] = 0.62, P = .01) and hours (rs[17] = 0.55, P = .02) per week that the AT spent observing or performing US scanning and the postcourse overall image scores. The ATs’ confidence in identifying structures when they scan and postcourse overall image scores were marginally correlated but not significant (rs[17] = 0.47, P = .06). Conclusions A comprehensive longitudinal MSK diagnostic US course may have resulted in significant improvements in an AT’s ability to acquire, label, and optimize US images of normal MSK structures that are commonly injured by active persons.

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The Future of Virtual Sports Ultrasound Education and Collaboration

Cited by 3 publications

References 29 publications

A Hybrid Musculoskeletal Ultrasound Curriculum for Physical Medicine and Rehabilitation Residents—a Multi-center Pilot Program

A Hybrid Musculoskeletal Ultrasound Curriculum for Physical Medicine and Rehabilitation Residents—a Multi-center Pilot Program

Extended Reality in Diagnostic Imaging—A Literature Review

Continuing Education: Improving Athletic Trainers’ Knowledge of Musculoskeletal Diagnostic Ultrasound Through a Physician-Led Longitudinal Ultrasound Course

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