PDF(Pubmed)
Abstract：
BACKGROUND: Point-of-Care Ultrasound (POCUS) consists of a range of increasingly important imaging modalities across a variety of specialties. Despite a variety of accreditation pathways available in the UK, lung POCUS training remains difficult to deliver and accreditation rates remain suboptimal. We describe a multidisciplinary, multi-centre, and multi-pronged approach to lung POCUS education within a region.
METHODS: A survey was conducted in a region. From these results, bottlenecks were identified for improvement. We utilised key stages in an established accreditation pathway, and the Action Learning process. Analysing participant feedback, consensus amongst the team, regional educational needs, and leveraging the expertise within the faculty, we implemented several solutions which were multidisciplinary, multi-centre, and multi-pronged. We also set up a database across several accreditation pathways to facilitate supervision and assessment of rotational trainees.
RESULTS: Utilising the Action Learning process, we implemented several improvements at elements of the lung ultrasound accreditation pathways. An initial regional survey identified key barriers to accreditation: lack of courses (52%), lack of mentors (93%), and difficulty arranging directly supervised scans (73%). A multidisciplinary team of trainers was assembled. Regular courses were organised and altered based on feedback and anecdotal educational needs within the region. Courses were set up to also facilitate continuing professional development and exchange of knowledge and ideas amongst trainers. The barrier of supervision was removed through the organisation of regular supervision sessions, facilitating up to fifty scans per half day per trainer. We collected feedback from courses and optimised them. Remote mentoring platforms were utilised to encourage asynchronous supervision. A database of trainers was collated to facilitate triggered assessments. These approaches promoted a conducive environment and a commitment to learning. Repeat survey results support this.
CONCLUSIONS: Lung ultrasound accreditation remains a complex educational training pathway. Utilising an education framework, recruiting a multidisciplinary team, ensuring a multi-pronged approach, and fostering a commitment to learning can improve accreditation success.
METHODS: A survey was conducted in a region. From these results, bottlenecks were identified for improvement. We utilised key stages in an established accreditation pathway, and the Action Learning process. Analysing participant feedback, consensus amongst the team, regional educational needs, and leveraging the expertise within the faculty, we implemented several solutions which were multidisciplinary, multi-centre, and multi-pronged. We also set up a database across several accreditation pathways to facilitate supervision and assessment of rotational trainees.
RESULTS: Utilising the Action Learning process, we implemented several improvements at elements of the lung ultrasound accreditation pathways. An initial regional survey identified key barriers to accreditation: lack of courses (52%), lack of mentors (93%), and difficulty arranging directly supervised scans (73%). A multidisciplinary team of trainers was assembled. Regular courses were organised and altered based on feedback and anecdotal educational needs within the region. Courses were set up to also facilitate continuing professional development and exchange of knowledge and ideas amongst trainers. The barrier of supervision was removed through the organisation of regular supervision sessions, facilitating up to fifty scans per half day per trainer. We collected feedback from courses and optimised them. Remote mentoring platforms were utilised to encourage asynchronous supervision. A database of trainers was collated to facilitate triggered assessments. These approaches promoted a conducive environment and a commitment to learning. Repeat survey results support this.
CONCLUSIONS: Lung ultrasound accreditation remains a complex educational training pathway. Utilising an education framework, recruiting a multidisciplinary team, ensuring a multi-pronged approach, and fostering a commitment to learning can improve accreditation success.
摘要：
背景：定点照护超声（POCUS）由一系列越来越重要的成像方式组成，涉及各种专业。尽管英国有各种各样的认证途径，肺POCUS训练仍然难以实施，认证率仍然欠佳。我们描述了一个多学科，多中心,多管齐下，在一个地区内开展肺部POCUS教育。
方法：在一个地区进行了一项调查。从这些结果来看,瓶颈被确定为改进。我们利用了已建立的认证途径中的关键阶段，以及行动学习过程。分析参与者的反馈，团队之间的共识，区域教育需求，利用教师内部的专业知识，我们实施了几个多学科的解决方案，多中心,多管齐下。我们还建立了跨多个认证途径的数据库，以促进对轮岗学员的监督和评估。
结果：利用行动学习过程，我们对肺部超声认证途径的要素进行了几项改进.最初的区域调查确定了认证的主要障碍：缺乏课程(52%)，缺乏导师（93%），和难以安排直接监督扫描（73％）。组建了一个多学科的培训人员小组。根据该地区的反馈和轶事教育需求，组织和更改了常规课程。开设课程也是为了促进培训师之间的持续专业发展和知识和想法交流。通过组织定期监督会议，消除了监督障碍，为每位培训师每半天提供多达50次扫描。我们收集了课程的反馈并对其进行了优化。远程指导平台被用来鼓励异步监督。整理了一个培训员数据库，以促进触发评估。这些方法促进了有利的环境和对学习的承诺。重复调查结果支持这一点。
结论：肺超声认证仍然是一个复杂的教育培训途径。利用教育框架，招募多学科团队，确保多管齐下，培养对学习的承诺可以提高认证的成功率。
方法：在一个地区进行了一项调查。从这些结果来看,瓶颈被确定为改进。我们利用了已建立的认证途径中的关键阶段，以及行动学习过程。分析参与者的反馈，团队之间的共识，区域教育需求，利用教师内部的专业知识，我们实施了几个多学科的解决方案，多中心,多管齐下。我们还建立了跨多个认证途径的数据库，以促进对轮岗学员的监督和评估。
结果：利用行动学习过程，我们对肺部超声认证途径的要素进行了几项改进.最初的区域调查确定了认证的主要障碍：缺乏课程(52%)，缺乏导师（93%），和难以安排直接监督扫描（73％）。组建了一个多学科的培训人员小组。根据该地区的反馈和轶事教育需求，组织和更改了常规课程。开设课程也是为了促进培训师之间的持续专业发展和知识和想法交流。通过组织定期监督会议，消除了监督障碍，为每位培训师每半天提供多达50次扫描。我们收集了课程的反馈并对其进行了优化。远程指导平台被用来鼓励异步监督。整理了一个培训员数据库，以促进触发评估。这些方法促进了有利的环境和对学习的承诺。重复调查结果支持这一点。
结论：肺超声认证仍然是一个复杂的教育培训途径。利用教育框架，招募多学科团队，确保多管齐下，培养对学习的承诺可以提高认证的成功率。
