PDF(Pubmed)
Abstract：
BACKGROUND: The increasing number of physicians that are trained in point-of-care ultrasound (POCUS) warrants critical evaluation and improvement of current training methods. Performing POCUS is a complex task and it is unknown which (neuro)cognitive mechanisms are most important in competence development of this skill. This systematic review was conducted to identify determinants of POCUS competence development that can be used to optimize POCUS training.
METHODS: PubMed, Web of Science, Cochrane Library, Emcare, PsycINFO and ERIC databases were searched for studies measuring ultrasound (US) skills and aptitude. The papers were divided into three categories: \"Relevant knowledge\", \"Psychomotor ability\" and \'Visuospatial ability\'. The \'Relevant knowledge\' category was further subdivided in \'image interpretation\', \'technical aspects\' and \'general cognitive abilities\'. Visuospatial ability was subdivided in visuospatial subcategories based on the Cattell-Horn-Carroll (CHC) Model of Intelligence v2.2, which includes visuospatial manipulation and visuospatial perception. Post-hoc, a meta-analysis was performed to calculate pooled correlations.
RESULTS: 26 papers were selected for inclusion in the review. 15 reported on relevant knowledge with a pooled coefficient of determination of 0.26. Four papers reported on psychomotor abilities, one reported a significant relationship with POCUS competence. 13 papers reported on visuospatial abilities, the pooled coefficient of determination was 0.16.
CONCLUSIONS: There was a lot of heterogeneity in methods to assess possible determinants of POCUS competence and POCUS competence acquisition. This makes it difficult to draw strong conclusions on which determinants should be part of a framework to improve POCUS education. However, we identified two determinants of POCUS competence development: relevant knowledge and visuospatial ability. The content of relevant knowledge could not be retrieved in more depth. For visuospatial ability we used the CHC model as theoretical framework to analyze this skill. We could not point out psychomotor ability as a determinant of POCUS competence.
METHODS: PubMed, Web of Science, Cochrane Library, Emcare, PsycINFO and ERIC databases were searched for studies measuring ultrasound (US) skills and aptitude. The papers were divided into three categories: \"Relevant knowledge\", \"Psychomotor ability\" and \'Visuospatial ability\'. The \'Relevant knowledge\' category was further subdivided in \'image interpretation\', \'technical aspects\' and \'general cognitive abilities\'. Visuospatial ability was subdivided in visuospatial subcategories based on the Cattell-Horn-Carroll (CHC) Model of Intelligence v2.2, which includes visuospatial manipulation and visuospatial perception. Post-hoc, a meta-analysis was performed to calculate pooled correlations.
RESULTS: 26 papers were selected for inclusion in the review. 15 reported on relevant knowledge with a pooled coefficient of determination of 0.26. Four papers reported on psychomotor abilities, one reported a significant relationship with POCUS competence. 13 papers reported on visuospatial abilities, the pooled coefficient of determination was 0.16.
CONCLUSIONS: There was a lot of heterogeneity in methods to assess possible determinants of POCUS competence and POCUS competence acquisition. This makes it difficult to draw strong conclusions on which determinants should be part of a framework to improve POCUS education. However, we identified two determinants of POCUS competence development: relevant knowledge and visuospatial ability. The content of relevant knowledge could not be retrieved in more depth. For visuospatial ability we used the CHC model as theoretical framework to analyze this skill. We could not point out psychomotor ability as a determinant of POCUS competence.
摘要：
背景：接受现场护理超声（POCUS）培训的医生数量越来越多，因此需要对当前培训方法进行严格的评估和改进。执行POCUS是一项复杂的任务，并且未知哪种（神经）认知机制在该技能的能力发展中最重要。进行此系统评价是为了确定可用于优化POCUS培训的POCUS能力发展的决定因素。
方法：PubMed，WebofScience,科克伦图书馆,Emcare,搜索PsycINFO和ERIC数据库以进行测量超声（US）技能和能力的研究。论文分为三类：“相关知识”，“精神运动能力”和“视觉空间能力”。“相关知识”类别在“图像解释”中进一步细分，“技术方面”和“一般认知能力”。基于智能v2.2的Cattell-Horn-Carroll（CHC）模型，将视觉空间能力细分为视觉空间子类别，其中包括视觉空间操纵和视觉空间感知。事后,进行了荟萃分析以计算合并相关性.
结果：选择了26篇论文纳入综述。15人报告了相关知识，汇总确定系数为0.26。四篇论文报道了精神运动能力，其中一人报告说与POCUS能力有显著关系。13篇论文报道了视觉空间能力，合并的决定系数为0.16.
结论：评估POCUS能力和POCUS能力获得的可能决定因素的方法存在很多异质性。这使得很难就哪些决定因素应成为改善POCUS教育的框架的一部分得出强有力的结论。然而,我们确定了POCUS能力发展的两个决定因素：相关知识和视觉空间能力。无法更深入地检索相关知识的内容。对于视觉空间能力，我们使用CHC模型作为理论框架来分析这项技能。我们不能指出精神运动能力是POCUS能力的决定因素。
方法：PubMed，WebofScience,科克伦图书馆,Emcare,搜索PsycINFO和ERIC数据库以进行测量超声（US）技能和能力的研究。论文分为三类：“相关知识”，“精神运动能力”和“视觉空间能力”。“相关知识”类别在“图像解释”中进一步细分，“技术方面”和“一般认知能力”。基于智能v2.2的Cattell-Horn-Carroll（CHC）模型，将视觉空间能力细分为视觉空间子类别，其中包括视觉空间操纵和视觉空间感知。事后,进行了荟萃分析以计算合并相关性.
结果：选择了26篇论文纳入综述。15人报告了相关知识，汇总确定系数为0.26。四篇论文报道了精神运动能力，其中一人报告说与POCUS能力有显著关系。13篇论文报道了视觉空间能力，合并的决定系数为0.16.
结论：评估POCUS能力和POCUS能力获得的可能决定因素的方法存在很多异质性。这使得很难就哪些决定因素应成为改善POCUS教育的框架的一部分得出强有力的结论。然而,我们确定了POCUS能力发展的两个决定因素：相关知识和视觉空间能力。无法更深入地检索相关知识的内容。对于视觉空间能力，我们使用CHC模型作为理论框架来分析这项技能。我们不能指出精神运动能力是POCUS能力的决定因素。
