scholarly journals The Diffusion of an Innovation: Implementing an Ultrasound Curriculum Across a State-Wide Campus

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Tasha Wyatt ◽  
Rebecca J Etheridge ◽  
Paul M Wallach ◽  
Matthew Lyon
Keyword(s):  
Diffusion Of Innovation ◽  
Human Subjects ◽  
Point Of Care ◽  
New Technology ◽  
Strong Support ◽  
Medical Schools ◽  
Adoption Process ◽  
Point Of Care Ultrasound ◽  
Regional Campuses ◽  
Medical College

Introduction Implementation of point-of-care ultrasound (POCUS) has expanded exponentially in the last 10 years. However, much of the published literature describes the design and delivery process within centralized U.S. medical schools, leaving regional campuses guessing on how best to approach their efforts. Methods Using the Diffusion of Innovation Theory, this article describes the Medical College of Georgia’s (MCG) two-year effort to implement and disseminate a POCUS curriculum in both UME and GME across three regional campuses and a partnership campus in Athens. This framework was chosen because it makes visible the adoption process of a new technology within our distributed medical campus system. Results Implementation at MCG occurred in three distinct phases. Phase one focused on implementing ultrasound training in 1st and 2nd year of medical school. Phase two included an expansion into GME and the creation of the Center for Ultrasound where dedicated resources were made available to support a unified curriculum. Phase three integrated POCUS into the 3rd & 4th year clerkships. The last phase was unequivocally the most difficult phase to implement, given the amount of complexity in coordinating and assessing ultrasound competence in students spread out across the state. Discussion                 Given our success in implementing ultrasound across training levels and geographical locations, we have several key insights that may be helpful to other medical schools with a distributed campus system. Key insights include the need for a strong support system for the adoption and integration of POCUS, a team of clinicians/practitioners interested in the innovation’s diffusion across regional and clinical sites, and packaging ultrasound education as a teaching tool, rather than a separate and distinct skill. Conflict of Interest: None Human Subjects: Not applicable Treatment of Animal Subjects: Not applicable 

scholarly journals The Diffusion of an Innovation: Implementing an Ultrasound Curriculum Across a State-Wide Campus

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Tasha Wyatt ◽  
Rebecca J Etheridge ◽  
Paul M Wallach ◽  
Matthew Lyon
Keyword(s):  
Diffusion Of Innovation ◽  
Human Subjects ◽  
Point Of Care ◽  
New Technology ◽  
Strong Support ◽  
Medical Schools ◽  
Adoption Process ◽  
Point Of Care Ultrasound ◽  
Regional Campuses ◽  
Medical College

Introduction Implementation of point-of-care ultrasound (POCUS) has expanded exponentially in the last 10 years. However, much of the published literature describes the design and delivery process within centralized U.S. medical schools, leaving regional campuses guessing on how best to approach their efforts. Methods Using the Diffusion of Innovation Theory, this article describes the Medical College of Georgia’s (MCG) two-year effort to implement and disseminate a POCUS curriculum in both UME and GME across three regional campuses and a partnership campus in Athens. This framework was chosen because it makes visible the adoption process of a new technology within our distributed medical campus system. Results Implementation at MCG occurred in three distinct phases. Phase one focused on implementing ultrasound training in 1st and 2nd year of medical school. Phase two included an expansion into GME and the creation of the Center for Ultrasound where dedicated resources were made available to support a unified curriculum. Phase three integrated POCUS into the 3rd & 4th year clerkships. The last phase was unequivocally the most difficult phase to implement, given the amount of complexity in coordinating and assessing ultrasound competence in students spread out across the state. Discussion                 Given our success in implementing ultrasound across training levels and geographical locations, we have several key insights that may be helpful to other medical schools with a distributed campus system. Key insights include the need for a strong support system for the adoption and integration of POCUS, a team of clinicians/practitioners interested in the innovation’s diffusion across regional and clinical sites, and packaging ultrasound education as a teaching tool, rather than a separate and distinct skill. Conflict of Interest: None Human Subjects: Not applicable Treatment of Animal Subjects: Not applicable 

Fast Organizations

2015 ◽  
Vol 6 (3) ◽  
pp. 21-31 ◽  
Author(s):  
Henrik Vejlgaard
Keyword(s):  
Technological Innovation ◽  
Diffusion Of Innovation ◽  
New Technology ◽  
Theoretical Framework ◽  
Adoption Process ◽  
Innovation Theory ◽  
Diffusion Of Innovation Theory ◽  
Technology Innovations ◽  
Digital Terrestrial Television

This study aims at finding out if households or organizations are faster in their acceptance of a technological innovation. The object of this study is digital terrestrial television (DTT), specifically the implementation of DTT in Denmark. The theoretical framework is diffusion of innovation theory. Three surveys were carried out for both households and organizations. Based on the surveys, the rate of adoption for households and for organizations could be established. It is clear that organizations accept new technology faster than households during the entire adoption process. An explanation may be that it is the employees in the organization who are the most open to technology innovations who set the agenda for the acceptance process. Danish culture can have had an influence on the findings. If that is the case the findings may be generalizable only to cultures that are similar to Danish culture.

scholarly journals Case series: Point-of-Care Ultrasound Conducted by Medical Students During their First Clinical Rotation Changes Patients’ Primary Diagnosis and Management

2021 ◽  
Vol 9 (1) ◽  
pp. 15-20
Author(s):  
Re'em Sadeh ◽  
Tomer Gat ◽  
Omer Kaplan ◽  
Tzvika Porges ◽  
Lior Zeller ◽  
...  
Keyword(s):  
Medical Students ◽  
Point Of Care ◽  
Case Series ◽  
Medical Schools ◽  
Point Of Care Ultrasound ◽  
Additional Contribution ◽  
Clinical Rotation ◽  
X Ray ◽  
First Case ◽  
Chest X Ray

Background: As point-of-care ultrasound (POCUS) becomes a standard of care procedure, medical schools around the world have started to seek the integration of POCUS courses into their curricula. This puts medical students in a unique position as they are trained in an area in which many physicians lack knowledge. This case series provides a glimpse into the capabilities of POCUS even when used by medical students. Methods: Fourth-year medical students at Ben-Gurion University of the Negev performed numerous POCUS exams during their first clinical rotation at Soroka University Medical Center in Israel. All students completed a course in basic POCUS training and were evaluated in a brief practical exam before entering their first clinical rotation. Four of the cases in which the students took part are presented in this case series. Results: The POCUS exam in the first case discovered pulmonary embolism in addition to the diagnosis of Cushing disease. In the second case, endocarditis could have been diagnosed three days earlier had a POCUS exam been performed. Case 3 demonstrates the additional contribution of POCUS to the decision-making process carried out by physicians and its superiority in quantifying and diagnosing pleural effusion compared to chest X-Ray. Case 4 indicated that POCUS is preferable over chest X-ray and auscultation for the diagnosis of pulmonary edema. Conclusion: This case series may emphasize the capabilities POCUS has when utilized in the standard physical examination and the importance of incorporating POCUS instruction in medical schools for new physicians to acquire this skill.

scholarly journals Development and implementation of a point of care ultrasound curriculum at a multi-site institution

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Frances M. Russell ◽  
Audrey Herbert ◽  
Robinson M. Ferre ◽  
Bita Zakeri ◽  
Valerie Echeverria ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Point Of Care ◽  
Implementation Process ◽  
Medical Schools ◽  
Point Of Care Ultrasound ◽  
Educational Initiative

AbstractIn 2014, over 60% of medical schools were incorporating point of care ultrasound (POCUS) into their curriculum. Today, over 6 years later, many more schools are teaching POCUS or are in the planning stages of implementing a POCUS curriculum. In 2019, the AAMC reported that 53 schools or over one-third of US medical schools have multi-site campuses for undergraduate medical education. Implementation of a POCUS educational initiative at a multi-site campus presents unique challenges for teaching a uniform curriculum statewide. This article will discuss the POCUS curriculum and implementation process at a large multi-site institution.

Case Report: When all claims that it is necrotizing fasciitis but Point of care ultrasound (POCUS) proves the opposite!

POCUS Journal ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 13-14
Author(s):  
Hadiel Kaiyasah, MD, MRCS (Glasgow), ABHS-GS ◽  
Maryam Al Ali, MBBS
Keyword(s):  
Emergency Department ◽  
Critical Care ◽  
Case Report ◽  
Soft Tissue ◽  
Necrotizing Fasciitis ◽  
Soft Tissue Infection ◽  
Critical Care Unit ◽  
Point Of Care ◽  
Point Of Care Ultrasound ◽  
Soft Tissue Infections

Soft tissue ultrasound (ST-USS) has been shown to be of utmost importance in assessing patients with soft tissue infections in the emergency department or critical care unit. It aids in guiding the management of soft tissue infection based on the sonographic findings.

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 ◽  
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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