The Use of a Dissected Bovine Heart to Teach Cardiac Sonography

Campanella, L.; Pancu, Diana; Gang, Maureen; Marill, Keith A.; Ort, Victoria

doi:10.1111/j.1553-2712.2004.tb00749.x

Cited by 1 publication

(4 citation statements)

References 7 publications

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“…On-line learning, with multimedia modules and through social media, 78,101,133 are reported. Sixty-eight studies report training with simulation using phantoms and mannequins, human models, animal models, 36,40,93,117 and cadavers. 76,99,107 Other successful innovations include large scale multi-institution initiatives, 47,128 collaborative learning through gamification, [56][57][58]121 case-based learning, and learning through deliberate practice, blocked practice, and mastery learning.…”

Section: Discussionmentioning

confidence: 99%

“…Animal models Berg, 35 Bloch, 36 Campanella, 40 Ferre, 93 Nguyen-Phuoc 117 5 (5) Patients Jang, 49 Jang, 50 Lanoix, 55 MacVane, 59 Mandavia, 62 Miller, 64 Nguyen, 116 Nguyen-Phuoc, 117 Norris, 119 Shokoohi, 71 Smalley 72 11 (10)…”

Section: (18)mentioning

confidence: 99%

“…Pretest: knowledge, skills, confidence Akhtar, 29 Alkhalifah, 30 Bayci, 34 Bharati, 79 Campanella, 40 Chenkin 83 , Chenkin 83 , Chenkin 41 , Chenkin, 42 Chenkin, 43 Chenkin, 85 Clinton, 87 Corujo, 88 Datta, 89 Dulani, 91 Ferre, 93 Gable, 97 Gelabert, 98 Greenstein, 46 Grudziak, 47 Hassani, 105 Haydel, 106 Jagneaux, 110 Jones, 51 Kerwin, 52 Kluger, 111 Laack, 53 Lee, 112 Leung, 113 Lewiss, 56 Lobo, 58 Mahler, 60 Mandavia, 62 McGraw, 63 Morse, 65 Nelson, 115 Nguyen, 116 Noble, 66 Parks, 67 Parks, 123 Peterson, 125 Platz, 68 Rohra, 126 Sessler, 128 Shah, 70 Shah, 129 Stolz, 132 Stolz, 74 Wadhawan, 134 Williams, 135 Woo 75 51 (47) Posttest: knowledge Akhtar, 29 Amini, 31 Amini,…”

Section: Learner Assessmentmentioning

confidence: 99%

“…Image interpretation Adan, 76 Adhikari, 77 Akhtar, 29 Alkhalifah, 30 Amini, 31 Amini, 32 Arntfield, 33 Bayci, 34 Berg, 35 Bharati, 79 Bloch, 36 Boulger, 37 Byars, 38 Byars, 80 Caffrey, 39 Campanella, 40 Chao, 81 Chenkin, 41 Chenkin, 42 Chenkin, 43 Chenkin, 82 Chenkin, 83 Chenkin, 84 Cho, 86 Clinton, 87 Corujo, 88 Datta, 89 De Lucia, 90 Dulani, 91 Duran Gehring, 92 Ferre, 93 Field, 95 Furman, 96 Gable, 97 Gelabert, 98 Ghosh, 99 Godbout, 100 Girzadas, 44 Grall, 45 Greenstein, 46 Grudziak, 47 Hafez, 101 Hakmeh, 102 Hall, 103 Haney, 104 Hassani, 105 Haydel, 106 Hayward, 48 Herring, 107 Hrymak, 108 Hrymak, 109 Jagneaux, 110 Jang, 49 Jang, 50 Jones, 51 Kerwin, 52 Kluger, 111 Laack, 53 Lall, 54 Lanoix, 55 Lee, 112 Leung, 113 Lewiss,…”

Section: Recognition Of Indications/contraindicationsmentioning

confidence: 99%

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Teaching emergency ultrasound to emergency medicine residents: a scoping review of structured training methods

et al. 2021

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Background Over the past 2 decades, emergency ultrasound has become essential to patient care, and is a mandated competency for emergency medicine residency graduation. However, the best evidence regarding emergency ultrasound education in residency training is not known. We performed a scoping review to determine the (1) characteristics and (2) outcomes of published structured training methods, (3) the quality of publications, and (4) the implications for research and training. Methods We searched broadly on multiple electronic databases and screened studies from the United States and Canada describing structured emergency ultrasound training methods for emergency medicine residents. We evaluated methodological quality with the Medical Education Research Study Quality Instrument (MERSQI), and qualitatively summarized study and intervention characteristics. Results A total of 109 studies were selected from 6712 identified publications. Publications mainly reported 1 group pretest–posttest interventions (38%) conducted at a single institution (83%), training in image acquisition (82%) and interpretation (94%) domains with assessment of knowledge (44%) and skill (77%) outcomes, and training in cardiac (18%) or vascular access (15%) applications. Innovative strategies, such as gamification, cadaver models, and hand motion assessment are described. The MERSQI scores of 48 articles ranged from 0 to 15.5 (median, 11.5; interquartile range, 9.6–13.0) out of 18. Low scores reflected the absence of reported valid assessment tools (73%) and higher level outcomes (90%). Conclusions Although innovative strategies are illustrated, the overall quality of research could be improved. The use of standardized planning and assessment tools, intentionally mapped to targeted domains and outcomes, might provide valuable formative and summative information to optimize emergency ultrasound research and training.

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