Utilization of a Co-enrolled Course Structure for Point-of-Care Ultrasound Training in the Undergraduate Medical Educati
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SHORT COMMUNICATION
Utilization of a Co-enrolled Course Structure for Point-of-Care Ultrasound Training in the Undergraduate Medical Education Setting W. Blake Holloway II 1 & Jordan Grove 1 & Anna Tyson 1 & Laura Rochford 1 & Lee Day 1 & David Resuehr 2
# International Association of Medical Science Educators 2020
Abstract With continuing advancements in software, electronics, and miniaturization, ultrasound (US) is quickly becoming an everyday tool of numerous medical specialties. With the advent of new handheld and other small-scale units, physicians have a tool to obtain on demand imaging without exposing the patient to ionizing radiation in the pocket of their white coat. As such, the need for competency in US is increasing. Currently, US training primarily occurs in residency, with only a handful of institutions incorporating US into the undergraduate medical education (UME) curriculum. To date, no ideal method has been presented (Amini et al., Intern Emerg Med. 10(5):613-8, 2015; Wilson et al., J Ultrasound Med. 36(2):321-5, 2017). Presented herein is a method for the addition of US training into the undergraduate medical curriculum. Utilizing a co-enrolled course format, 6 medical students were given basic training in the history and physics of US, echocardiography (ECHO), right upper quadrant (RUQ) ultrasound, focused assessment with sonography for trauma (FAST), and extended (eFAST) exams, vascular access techniques, and MSK ultrasound over 17 sessions. Students theoretical knowledge was assessed during team-based learning (TBL) sessions in an individual and group readiness assurance test (IRAT/GRAT) format. Students’ practical skill was assessed in an objective structured clinical examination (OSCE) format. Students demonstrated notable proficiency with the US unit and were able to conduct both US-guided peripheral and central vascular access techniques. Furthermore, students were able to identify 80% or more of the required structures for the RUQ, ECHO, and eFAST US exams. Keywords Ultrasound education . POCUS . eFAST . FAST . UME . ECHO . OSCE
Introduction In recent years, US has been increasingly more utilized across medical specialties such as Emergency Medicine, Internal Medicine, Rheumatology, Vascular Surgery, OBGYN, Cardiology, Pediatrics, and Critical Care Medicine [1–9]. Currently accounting for 25% of all medical imaging worldwide, US is quickly becoming a mainstay of the physical exam, with possibly more utility than the stethoscope in the future [10, 11]. This coupled with continued advancements in * David Resuehr [email protected] 1
The University of Alabama School of Medicine, Birmingham, AL, USA
2
Department of Cellular, Developmental, and Integrative Biology, University of Alabama in Birmingham, Birmingham, AL, USA
affordability and miniaturization means this technology is becoming more common in the clinical setting. As a result, there is increased interest for integrating US into undergraduate medical education. However, there has yet to be a standardization of curriculum in UME.
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