The Rising Tide of Point-of-Care Ultrasound (POCUS) in Medical Education: An Essential Skillset for Undergraduate and Graduate Medical Education

Martin, Robert; Lau, Ho An; Morrison, Ryan; Bhargava, Puneet; Deiling, Kathleen

doi:10.1067/j.cpradiol.2023.06.003

Cited by 7 publications

(6 citation statements)

References 23 publications

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“…To ensure the effectiveness of this educational segment, trauma fellows, with their specialized expertise, were engaged to deliver this station. Point-of-Care Ultrasonography (POCUS) is a more comprehensive course covering all aspects of ultrasound handling [ 13 ]. Considering the limited time frame, proper probe selection, positioning, image optimization, basic anatomy, and how to identify a positive finding were the only components introduced to participants.…”

Section: Discussionmentioning

confidence: 99%

Internship Preparatory Clinical Course: A Timed-Station Approach to Bridging the Theory-to-Practice Gap

Alrahmani,

Aldarsouni,

Alothman

et al. 2024

Cureus

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Background: Medical students' transition to internship has a discernible gap in structured preparation, particularly in practical skill application. We introduced the internship preparatory clinical course (IPCC) to address this gap. Methods: The course was conducted at the clinical skills and simulation center at King Saud University Medical City and included a total of eight skills distributed across four stations. It employs a timed-station methodology, inspired by the Observed Structured Clinical Examination, but innovatively adapted as a teaching method. Participants were exposed to various stations, such as suturing techniques, interactive mannequins for anatomical structure demonstration, real ultrasound machines on simulated patients, IV cannulation, and urinary catheterization. To facilitate active learning, participants received course materials a day prior, equipped with QR codes for quick reference. Instructors emphasized on-the-spot review, fostering an environment where learners actively engage. Toward the end of the course, after internship a follow-up survey was administered to obtain feedback, achieving a response rate of 83% (n=45/54). Results: Feedback from the course was overwhelmingly positive, with 91.1% (n=41/45) rating the course as 7 and above out of 10. Participants expressed a higher degree of confidence in providing wound care (Median: 8, IQR: 2) and inserting or removing a Foley catheter (Median: 8, IQR: 4). Lower confidence was observed in stoma examination and care (Median: 5, IQR: 4). During their internships, participants reported that 100% (n=45/45) utilized suturing skills, 48.9% (n=22/45) performed focused assessment with sonography in trauma (FAST) examinations, and 62.2% (n=28/45) attempted nasogastric tube insertions. Additionally, 88.9% (n=40/45) performed wound examinations, 77.8% (n=35/45) provided wound care and dressing, 37.8% (n=17/45) performed abscess drainage, 51.1% (n=23/45) removed and 37.8% (n=17/45) inserted a Foley catheter, and 20% (n=9/45) provided stoma care. Conclusion: The IPCC effectively addresses the existing gap in medical education, bridging the theory-to-practice divide. The innovative use of the timed-station approach emphasizes the importance of active learning. Our results signify the importance of simulation training, as most interns acknowledge the positive impact of the course on their internship. We recommend preparing pre-interns for internships by giving special consideration to the procedural aspects as most associated with medical errors. The timed-station approach can improve cost-effectiveness and enhance responsibility-driven learning.

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Section: Discussionmentioning

confidence: 99%

Internship Preparatory Clinical Course: A Timed-Station Approach to Bridging the Theory-to-Practice Gap

Alrahmani,

Aldarsouni,

Alothman

et al. 2024

Cureus

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“…El ultrasonido es una necesidad pedagógica imprescindible, ya que ésta tiene un papel cada vez más importante en la medicina, pese a esto los estudiantes tienen poca o nula formación en este campo durante el pregrado, por lo que la ultrasonografía debe ser considerada como prioridad en los currículums de enseñanza de pregrado (Andrade y Celi, 2023). Por ejemplo, el ultrasonido en el punto de atención POCUS (Point of Care Ultrasound) se está convirtiendo en un componente integral de la atención médica, en donde estudios recientes refieren que su implementación es urgente en el pregrado y en el postgrado (Martin et al 2023).…”

Section: Ultrasonido Por Estudiantes De Medicinaunclassified

Ultrasonido por estudiantes de medicina en Guatemala ¿Es posible?

Roblero Roblero

2024

RevSEP

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OBJETIVO: evaluar la posibilidad de realizar ultrasonido (US) por estudiantes de medicina en Guatemala, especialmente los que cursan el sexto año en la Facultad de Ciencias Médicas de la Universidad de San Carlos de Guatemala (USAC). MÉTODOS: se revisaron y analizaron diversos artículos científicos relacionados con el tema a abordar. RESULTADOS: se evidenció la clara necesidad de la integración de un curso de radiología por parte de la Facultad de Ciencias Médicas de la USAC. Diversos estudios alucen al valor del ultrasonido en la educación médica de pregrado, llegando incluso a nombrarla el nuevo estetoscopio del siglo XXI. Se identificaron dos limitaciones principales en la integración de US: carencia de equipo y la inexistencia de un curso de ultrasonografía básica en la facultad. Utilizar el US a modo de diagnóstico podría no ser factible dado que el tiempo de entrenamiento puede ser muy corto para un estudiante de medicina, pero el campo es amplio, por lo que considerar la incorporación del US en una rama, la obstétrica, sería viable y útil, principalmente en las zonas rurales. CONCLUSIONES: es factible que los estudiantes de medicina realicen US, a pesar de que parezca imposible dada las limitaciones que se puedan encontrar. Incorporar contenido académico relacionado con ultrasonografía a las competencias de los estudiantes de medicina en el último año de su carrera, marcaría el principio de la implementación de esta herramienta.

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“… 14 Similarly, in a review on graduate and undergraduate PoCUS training, Martin et al concluded that a multi‐year longitudinal curriculum was the most effective educational strategy. 16 …”

Section: Introductionmentioning

confidence: 99%

“…14 Similarly, in a review on graduate and undergraduate PoCUS training, Martin et al concluded that a multi-year longitudinal curriculum was the most effective educational strategy. 16 Some family practice residencies have already adopted longitudinal interleaved curricula. [17][18][19] However, few, if any, other specialties have utilized this educational format for residency training.…”

mentioning

confidence: 99%

Educational concepts: A longitudinal interleaved curriculum for emergency medicine residency training

Clayton,

Wells,

Alter

et al. 2024

JACEP Open

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Traditionally, emergency medicine (EM) residency programs teach non‐adult emergency department activities (such as pediatric EM, point‐of‐care ultrasound [PoCUS], emergency medical services, and others) in a block format. In this way, a resident may have a 1‐month pediatric EM rotation and then not have any further pediatric EM exposure until their next pediatric rotation 6‒9 months later. Furthermore, some rotations are only allotted for 1‐month during the entire residency. A first‐year EM resident may have their only formal PoCUS rotation early in the first year of training when their overall skills are developing, and their level of understanding and retention of information may not be optimal at that juncture of their residency training. This is far from ideal from an educational perspective. Learning scientists have now suggested that a longitudinal interleaved curriculum has substantial advantages over the traditional block format. This curriculum allows for a “spaced retrieval” practice that enhances retention of material and develops thinking processes that are important in clinical practice. The increased continuity of clinical experience has been shown to improve educational outcome and learner satisfaction. We developed a novel longitudinal interleaved curriculum for our EM resident trainees. This curriculum encompasses the entire 3 years of residency training and has the goals of increasing EM knowledge and clinical skills and being excellent preparation for board certification examinations. This concept has clear educational benefits. While adapting an existing medical training program would be challenging, a longitudinal curriculum could be phased in to replace a traditional EM curriculum.

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The Rising Tide of Point-of-Care Ultrasound (POCUS) in Medical Education: An Essential Skillset for Undergraduate and Graduate Medical Education

Cited by 7 publications

References 23 publications

Internship Preparatory Clinical Course: A Timed-Station Approach to Bridging the Theory-to-Practice Gap

Internship Preparatory Clinical Course: A Timed-Station Approach to Bridging the Theory-to-Practice Gap

Ultrasonido por estudiantes de medicina en Guatemala ¿Es posible?

Educational concepts: A longitudinal interleaved curriculum for emergency medicine residency training

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