Abstract：
OBJECTIVE: To examine how residents are trained and assessed in musculoskeletal US (MSUS), MSUS-guided and landmark-guided joint aspiration and injection. Additionally, to present the available assessment tools and examine their supporting validity evidence.
METHODS: A systematic search of PubMed, Cochrane Library and Embase was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and studies published from 1 January 2000 to 31 May 2021 were included. Two independent reviewers performed the search and data extraction. The studies were evaluated using the Medical Education Research Quality Instrument (MERSQI).
RESULTS: A total of 9884 articles were screened, and 43 were included; 3 were randomized studies, 21 pre- and post-test studies, 16 descriptive studies and 3 studies developing assessment tools. The studies used various theoretical training modalities, e.g. lectures, anatomical quizzes and e-learning. The practical training models varied from mannequins and cadavers to healthy volunteers and patients. The majority of studies used subjective \'comfort level\' as assessment, others used practical examination and/or theoretical examination. All training programs increased trainees\' self-confidence, theoretical knowledge, and/or practical performance, however few used validated assessment tools to measure the effect. Only one study met the MERSQI high methodical quality cut-off score of 14.
CONCLUSIONS: The included studies were heterogeneous, and most were of poor methodological quality and not based on contemporary educational theories. This review highlights the need for educational studies using validated theoretical and practical assessment tools to ensure optimal MSUS training and assessment in rheumatology.
METHODS: A systematic search of PubMed, Cochrane Library and Embase was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and studies published from 1 January 2000 to 31 May 2021 were included. Two independent reviewers performed the search and data extraction. The studies were evaluated using the Medical Education Research Quality Instrument (MERSQI).
RESULTS: A total of 9884 articles were screened, and 43 were included; 3 were randomized studies, 21 pre- and post-test studies, 16 descriptive studies and 3 studies developing assessment tools. The studies used various theoretical training modalities, e.g. lectures, anatomical quizzes and e-learning. The practical training models varied from mannequins and cadavers to healthy volunteers and patients. The majority of studies used subjective \'comfort level\' as assessment, others used practical examination and/or theoretical examination. All training programs increased trainees\' self-confidence, theoretical knowledge, and/or practical performance, however few used validated assessment tools to measure the effect. Only one study met the MERSQI high methodical quality cut-off score of 14.
CONCLUSIONS: The included studies were heterogeneous, and most were of poor methodological quality and not based on contemporary educational theories. This review highlights the need for educational studies using validated theoretical and practical assessment tools to ensure optimal MSUS training and assessment in rheumatology.
摘要：
目的：研究如何对住院医师进行肌肉骨骼美国（MSUS）的培训和评估，MSUS引导和地标引导联合抽吸和注射。此外,提供可用的评估工具，并检查其支持性有效性证据。
方法：对PubMed的系统搜索，CochraneLibrary和Embase是根据系统审查和荟萃分析（PRISMA）指南进行的，并包括2000年1月1日至2021年5月31日发表的研究。两个独立的审阅者执行搜索和数据提取。使用医学教育研究质量工具（MERSQI）对研究进行了评估。
结果：共筛选了9884篇文章，共纳入43项；3项是随机研究，21项测试前和测试后研究，16项描述性研究和3项开发评估工具的研究。这些研究使用了各种理论培训方式，例如讲座，解剖测验和电子学习。实践培训模式从人体模型和尸体到健康的志愿者和患者。大多数研究使用主观的“舒适度”作为评估，其他人使用实践考试和/或理论考试。所有培训项目都增加了学员的自信心，理论知识,和/或实际性能，然而，很少有人使用经过验证的评估工具来衡量效果。只有一项研究符合MERSQI高方法论质量截止分数14。
结论：纳入的研究是异质性的，大多数方法质量很差，没有基于当代教育理论。这篇综述强调了使用经过验证的理论和实践评估工具进行教育研究的必要性，以确保风湿病的最佳MSUS培训和评估。
方法：对PubMed的系统搜索，CochraneLibrary和Embase是根据系统审查和荟萃分析（PRISMA）指南进行的，并包括2000年1月1日至2021年5月31日发表的研究。两个独立的审阅者执行搜索和数据提取。使用医学教育研究质量工具（MERSQI）对研究进行了评估。
结果：共筛选了9884篇文章，共纳入43项；3项是随机研究，21项测试前和测试后研究，16项描述性研究和3项开发评估工具的研究。这些研究使用了各种理论培训方式，例如讲座，解剖测验和电子学习。实践培训模式从人体模型和尸体到健康的志愿者和患者。大多数研究使用主观的“舒适度”作为评估，其他人使用实践考试和/或理论考试。所有培训项目都增加了学员的自信心，理论知识,和/或实际性能，然而，很少有人使用经过验证的评估工具来衡量效果。只有一项研究符合MERSQI高方法论质量截止分数14。
结论：纳入的研究是异质性的，大多数方法质量很差，没有基于当代教育理论。这篇综述强调了使用经过验证的理论和实践评估工具进行教育研究的必要性，以确保风湿病的最佳MSUS培训和评估。
