A shared point of care ultrasound curriculum for graduate medical education.

Autor: Ferre RM; Department of Emergency Medicine, Indiana University School of Medicine, 720 Eskenazi Ave, Fifth Third Faculty Office Building, 3rd Floor Emergency Medicine Office, Indianapolis, IN, 46202, USA. rferre@iu.edu., Kaine JC; Department of Emergency Medicine, Indiana University School of Medicine, 720 Eskenazi Ave, Fifth Third Faculty Office Building, 3rd Floor Emergency Medicine Office, Indianapolis, IN, 46202, USA., Lobo D; Department of Family Medicine, Indiana University School of Medicine, Indianapolis, IN, USA., Peterson D; Department of Radiologic and Imaging Sciences, Indiana University School of Medicine, Indianapolis, IN, USA., Sarmiento E; Department of Biostatistics and Health Data Science, Indiana University School of Medicine, Indianapolis, IN, USA., Adame J; Department of Family Medicine, Indiana University School of Medicine, Indianapolis, IN, USA., Herbert A; Department of Emergency Medicine, Indiana University School of Medicine, 720 Eskenazi Ave, Fifth Third Faculty Office Building, 3rd Floor Emergency Medicine Office, Indianapolis, IN, 46202, USA., Wallach PM; Department of Internal Medicine, Office of the Dean, Indiana University School of Medicine, Indianapolis, IN, USA., Russell FM; Department of Emergency Medicine, Indiana University School of Medicine, 720 Eskenazi Ave, Fifth Third Faculty Office Building, 3rd Floor Emergency Medicine Office, Indianapolis, IN, 46202, USA.
Jazyk: angličtina
Zdroj: BMC medical education [BMC Med Educ] 2024 Aug 06; Vol. 24 (1), pp. 843. Date of Electronic Publication: 2024 Aug 06.
DOI: 10.1186/s12909-024-05797-1
Abstrakt: Background: Point of care ultrasound (POCUS) education has grown significantly over the past two decades. Like most curricular items, POCUS education is siloed within individual graduate medical education (GME) programs. The purpose of this study was to evaluate the effectiveness of a shared GME POCUS curriculum between five GME programs at a single institution.
Methods: Post-graduate-year-1 (PGY-1) residents from emergency medicine (EM), family medicine (FM), internal medicine (IM), combined internal medicine-pediatrics (IM-Peds) and combined emergency medicine-pediatrics (EM-Peds) residency programs were enrolled in a core POCUS curriculum. The curriculum included eleven asynchronous online learning modules and ten hands-on training sessions proctored by sonographers and faculty physicians with POCUS expertise. Data was gathered about the curriculum's effectiveness including participation, pre- and post-curricular surveys, pre- and post-knowledge assessments, and an objective skills assessment.
Results: Of the 85 residents enrolled, 61 (72%) participated in the curriculum. Engagement varied between programs, with attendance at hands-on sessions varying the most (EM 100%, EM-Peds 100%, FM 40%, IM 22%, Med-Peds 11%). Pre- and post-knowledge assessment scores improved for all components of the curriculum. Participants felt significantly more confident with image acquisition, anatomy recognition, interpreting images and incorporating POCUS findings into clinical practice (p < 0.001) after completing the curriculum.
Conclusion: In this shared GME POCUS curriculum, we found significant improvement in POCUS knowledge, attitudes, and psychomotor skills. This shared approach may be a viable way for other institutions to provide POCUS education broadly to their GME programs.
(© 2024. The Author(s).)
Databáze: MEDLINE
Externí odkaz: