Theme-Based Ultrasound Education: A Novel Approach to Teaching Point-of-Care Ultrasound to Medical Students

The utility of point of care ultrasound training during medical school is becoming more and more evident. At the Loma Linda University School of Medicine, we have formally integrated ultrasound education into the curriculum of all four years. Exposure begins in the first few months of Year 1 and takes form in a variety of educational mediums through Year 4. Whether students receive training through mandatory sessions during physical diagnosis courses or extracurricular workshops provided through the Ultrasound Interest Group–-the experience equips learners of at all different skill levels with the confidence to apply what they have learned to patient care. The successful integration of ultrasound training into the medical curriculum can be attributed to progressive administration, devoted faculty and eager students. The perspective of medical students during the integration process is described in this paper.

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Development and Evaluation of a Longitudinal Integrated Ultrasound Curriculum for Third Year Medical Students

Journal of Regional Medical Campuses ◽

10.24926/jrmc.v1i2.1285 ◽

2018 ◽

Vol 1 (2) ◽

Author(s):

Margaret Lewis

Keyword(s):

Medical Students ◽

Point Of Care ◽

Point Of Care Ultrasound ◽

Branch Campus ◽

Ultrasound Education

An overview of the development and implementation of a novel, longitudinal point-of-care ultrasound curriculum implemented for third-year, allopathic medical students at a branch campus is presented. A model employing didactic and hand-on ultrasound education was incorporated into the newly established longitudinal MS-3 curriculum. The ultrasound curriculum was developed in conjunction with student didactics and simulation sessions in a theme-based approach.

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Why do pre-clinical medical students learn ultrasound? Exploring learning motivation through ERG theory

10.21203/rs.3.rs-47958/v1 ◽

2020 ◽

Author(s):

Ting-Cheng Wang ◽

Wei-Ting Chen ◽

Yi-No Kang ◽

Che-Wei Lin ◽

Chung-Yi Cheng ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Data Collection ◽

Point Of Care ◽

Learning Motivation ◽

Point Of Care Ultrasound ◽

Ultrasound Education ◽

Significant Difference ◽

Quantitative Results ◽

Growth Motivation

Abstract Background Point-of-care ultrasound (POCUS) has become a hot issue and trend in medical education in recent years. Ultrasound is an indispensable skill for clinical physicians. Previous studies have already discussed the importance of and advancements in ultrasound education. However, learning motivations with regard to ultrasound education have seldom been discussed in the literature. For medical students, learning ultrasound could have a strong connection with their future career. ERG theory extended Maslow's hierarchy of needs through the concepts of existence, relatedness, and growth. The theory has been widely used in the workplace to analyze employee job performance but has not been applied in medical education. As mentioned above, we seek to analyze pre-clinical medical students’ learning motivation toward ultrasound education with regard to their future careers by applying ERG theory. Method This mixed method design used questionnaires for data collection. We also produced further qualitative and quantitative results. The research team asked learners neutral and open-ended questions. After data collection, three steps for analysis were followed based on grounded theory. Finally, the results of the thematic coding were used to complete the quantitative analysis. Results Our study involved 140 pre-clinical medical students, and their responses fell into 13 categories. Our test showed that students’ motivations toward ultrasound learning were unbalanced across the three ERG domains (F = 41.257, p < .001). Pairwise comparisons showed that students mentioned existence motivation (MD = 39.3%; p < .001) and growth motivation (MD = 40.7%; p < .001) more than relatedness motivation. However, there was no significant difference between existence motivation and growth motivation (MD = -1.4%; p = .830). Conclusion Based on our survey, first, we found that students placed a high value on existence and growth needs rather than relatedness. In addition, we recommend that ERG theory be applied in medical education motivation analysis.

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Pilot Project: Does formal bedside training of medical students with a FAST exam increase their knowledge and comfort level with ultrasound use in a community family medicine practice setting?

POCUS Journal ◽

10.24908/pocus.v2i2.13279 ◽

2017 ◽

Vol 2 (2) ◽

pp. 15-17

Author(s):

Rimi Sambi, MD ◽

Heather Sawula, MD ◽

Brent Wolfrom, MD ◽

Joseph Newbigging, MD

Keyword(s):

Medical Students ◽

Family Medicine ◽

Point Of Care ◽

Training Session ◽

Undergraduate Curriculum ◽

Knowledge Retention ◽

Comfort Level ◽

Point Of Care Ultrasound ◽

Medical Undergraduate ◽

Fast Exam

As point of care ultrasound (PoCUS) becomes increasingly popular and a standard of care in many clinical settings, the interest for integration in medical undergraduate curriculum is also growing [1]. This project aims to assess whether formal bedside Focused Abdominal Scan for Trauma (FAST) exam training of medical students increases their knowledge and comfort with the use of bedside ultrasound in a family medicine setting at Queen’s University. Third year medical students (n=18) were recruited to participate in a training session involving a 1-hour online video and 2-hour hands-on session. Knowledge based surveys were completed before and after the training. A survey was completed 4 months after the teaching session evaluating knowledge retention, comfort, and application of skills. Student knowledge of PoCUS and FAST increased and was maintained (pre-training 56%±20%, post-training 82%±10%, p<0.001). Self-evaluation of comfort performing a FAST examination (5-point Likert scale) similarly increased post-training session (pre-training 1.4±0.8, post-training 3.8±0.9, p<0.005), but decreased 4 months later (3±1.2, p<0.005). Students in this study were unanimously interested in ultrasound training and the methods used effectively increased theoretical knowledge and comfort with use. Students did not retain their comfort levels with FAST exam 4 months after the training session, nor did they have the opportunity to utilize the skills learned. Further evidence is required to identify the applicability of these results to undergraduate curriculum development.

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Virtual Multi‐Specialty Point‐of‐Care Ultrasound Rotation for 4 th Year Medical Students during COVID‐19: Innovative Teaching Techniques Improve Ultrasound Knowledge and Image Interpretation

AEM Education and Training ◽

10.1002/aet2.10632 ◽

2021 ◽

Author(s):

Joshua Zavitz ◽

Aarti Sarwal ◽

Jacob Schoeneck ◽

Casey Glass ◽

Brandon Hays ◽

...

Keyword(s):

Medical Students ◽

Point Of Care ◽

Image Interpretation ◽

Point Of Care Ultrasound ◽

Teaching Techniques ◽

Innovative Teaching

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20. POINT-OF-CARE ULTRASOUND EDUCATION FOR PEDIATRIC RESIDENTS: A MULTICENTER NEEDS ASSESSMENT

Academic Pediatrics ◽

10.1016/j.acap.2020.06.041 ◽

2020 ◽

Vol 20 (7) ◽

pp. e11-e12

Author(s):

Austin S. Meggitt ◽

David P. Way ◽

Maya S. Iyer ◽

John D. Mahan ◽

Delia Gold

Keyword(s):

Needs Assessment ◽

Point Of Care ◽

Point Of Care Ultrasound ◽

Ultrasound Education ◽

Pediatric Residents

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A novel approach: Point-of-care ultrasound for the diagnosis of retropharyngeal abscess

The American Journal of Emergency Medicine ◽

10.1016/j.ajem.2020.07.060 ◽

2020 ◽

Author(s):

Laurie Malia ◽

Adam Sivitz ◽

Henry Chicaiza

Keyword(s):

Point Of Care ◽

Retropharyngeal Abscess ◽

Point Of Care Ultrasound ◽

Novel Approach

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P041: Accuracy of medical student-performed point-of-care ultrasound in the diagnosis of distal radius fractures in adults

CJEM ◽

10.1017/cem.2016.217 ◽

2016 ◽

Vol 18 (S1) ◽

pp. S92-S92

Author(s):

L. Farnell ◽

A.K. Hall ◽

C. McKaigney

Keyword(s):

Medical Students ◽

Diagnostic Accuracy ◽

Distal Radius ◽

Point Of Care ◽

Distal Radius Fractures ◽

Point Of Care Ultrasound ◽

Radiographic Imaging ◽

Radius Fractures ◽

Wide Range ◽

Test Probability

Introduction: Previous investigations of the diagnostic accuracy of point-of-care ultrasound (POCUS) in distal radius fractures (DRF) report a wide range of sensitivities (71%-98%) and specificities (73%-100%) when performed by medical professionals, which may reflect inconsistencies in POCUS training or sonographer experience. The purpose of this study was to determine the accuracy of POCUS performed by pre-clerkship medical students with minimal POCUS training compared to standard radiography in diagnosing DRF in adult patients with traumatic wrist injuries, in order to assess POCUS as an alternative to traditional radiographic imaging. Methods: This prospective observational study was conducted from June to September 2015. The study population consisted of adults presenting to the emergency department (ED) with distal forearm pain secondary to traumatic injury within the past seven days and for whom radiographic imaging was ordered. Patients were evaluated using POCUS performed by medical students with no prior experience who had received one hour of POCUS training taught by an emergency ultrasound fellowship-trained ED physician. A pre-test probability of fracture was stratified as low or high and documented independently by the treating physician. Students were blinded to pre-test probability and radiography results. Results: Of the 52 patients enrolled, 18 had DRF diagnosed by radiographic imaging. Compared to radiography, student-performed POCUS had 72% overall sensitivity (95% CI, 47%-90%) and 85% specificity (95% CI, 69%-95%), with 81% overall accuracy. In the high pre-test probability group (N = 20), POCUS had 80% sensitivity (95% CI, 52%-96%) and 60% specificity (95% CI, 15%-95%). In the low pre-test probability group (N = 32), POCUS had 33% sensitivity (95% CI, 1%-91%) and 90% specificity (95% CI, 73%-98%). Conclusion: POCUS performed by medical students demonstrated reasonable success in diagnosing DRF, with overall sensitivity and specificity in keeping with published data. Within the low pre-test probability group, the diagnostic accuracy of POCUS suggests that ultrasound was an unreliable alternative to radiographic imaging for DRF in this cohort. Future analysis of the factors leading to DRF missed by POCUS as being related to adequacy of POCUS training, image capture, or sonographer experience will further explore the utility of POCUS as a diagnostic alternative.

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