TF3 Sono Buff, an Online Multimedia Point of-Care Sonography Training Instrument Designed for Medical Students, Resident Physicians, and Emergency Medicine Faculty

Background: Ultrasonography protocols are easy to learn, frequently used in emergency medicine, and could be useful for inexperienced doctors. Inthis field, only a few protocols are needed to give an initial diagnosis and to start fast and proper treatment. Until now, only Focused Assessmentwith Sonography for Trauma (FAST) protocol training studies have been reported in the medical literature. Our point-of-care course, comprisedof extended FAST, lung scan and ocular scan trainings. The students’ curriculum usually does not include such ultrasonography courses, thus,we wanted to check its utility for the undergraduate medical students. Methods: Training lasted six days and consisted of two parts: 22 hoursof theoretical classes and 18 hours of practical activities, all trained and evaluated by six experienced medical doctors. Eighty-five electedstudents completed pre- and post-study questionnaires about emergency ultrasonography and passed the practical final exam. Results: Eighty-fiveparticipants of the course were present in the pre- and final test. Final test scores of theoretical and practical exams were significantly higherafter the training (58% vs. 87%; n=85; p<0.01). Answers for the questions related to FAST and EFAST (extended FAST) were correct irrespectiveof completion of the course. A question regarding the sonographic evaluation of body fluid incontinence was found to be the most difficult forstudents. After the course, 96.5% of participants were able to complete an EFAST scan at an adequate level of performance in under two minutes.Conclusion: Results show that medical students significantly extended their knowledge about point-of-care emergency medicine ultrasonographyand acquired practical skills during the course. Emergency medicine ultrasonography courses could be included into medical students’ curricula.

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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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