Web-based teaching in point-of-care ultrasound: an alternative to the classroom?

Abstract

ObjectivesTo evaluate two educational methods for point-of-care ultrasound (POC US) in order to: 1) determine participant test performance and attitudes in using POC US and 2) compare cost and preparation time to run the courses.MethodsThis was a pilot study conducted at a county teaching hospital. Subjects were assigned to participate in either a large group course with live classroom lectures (Group A) or a group asked to watch 4.5 hours of online prerecorded lectures (Group B). Both groups participated in small-group hands-on training after watching the lectures. Both groups took a pre- and post-course exam, and completed course surveys. Cost and time spent running the courses were also compared.ResultsForty-seven physicians participated in the study. The pre-test and post-test scores between the two groups did not differ significantly. Of those with prior ultrasound experience, the majority of both groups preferred to continue classroom-based teaching for future courses. Interestingly, in the groups who had no ultrasound experience prior to their course participation, there was a higher percentage who preferred web-based teaching. Lastly, Group B was shown to have the potential to take less preparatory time when compared to Group A.ConclusionA web-based curriculum in POC US appears to be a promising and potentially time saving alternative to live classroom lectures and seems to offer similar educational benefits for the postgraduate learner.

Lung ultrasound training: a systematic review of published literature in clinical lung ultrasound training

“…In Kang et al [36], outcome measures were not only improvement in test score, but also hours spent on organizing the course and course costs. In both cases, web-based learning was more cost-effective.…”

“…Web-based learning in general point-of-care ultrasound has advantageously been evaluated in several studies [ 34 – 36 ]. In Kang et al [ 36 ], outcome measures were not only improvement in test score, but also hours spent on organizing the course and course costs. In both cases, web-based learning was more cost-effective.…”

Longitudinal retention of anatomical knowledge in second‐year medical students

“…This might seem a limited examination to test a broad subject as abdominal anatomy. In contrast, some recent trials with new methods to enhance retention performed more frequent and extensive testing of retention of knowledge (Hempel et al, ; Kang et al,). However, with the methods applied a large number of students were included who were not expecting re‐examination after a long retention interval.…”

Training the Anesthesiologist in Point-of-Care Ultrasound

“…The "flipped classroom" approach has been used to facilitate cognitive knowledge acquisition for ultrasound trainees (Table 2). 17,[34][35][36][37][38][39] This educational approach consists of didactics that are primarily webbased, so that learning can be performed off-site and repeated as many times as required. Furthermore, the time spent reviewing online modules can be considered individual study time and does not count as duty hours as per the ACGME definition.…”