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.
CONCLUSIONS: 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.
方法:来自急诊医学(EM)的研究生一年级(PGY-1)居民,家庭医学(FM),内科(IM),内科-儿科联合(IM-Peds)和急诊-儿科联合(EM-Peds)住院医师计划纳入了POCUS核心课程.课程包括11个异步在线学习模块和10个由具有POCUS专业知识的超声医师和教职员工进行的实践培训课程。收集了有关课程有效性的数据,包括参与,课前和课后调查,知识前和知识后评估,和客观的技能评估。
结果:在85名登记的居民中,61(72%)参加了课程。项目之间的参与度不同,动手会议的出勤率变化最大(EM100%,EM-Peds100%,FM40%,IM22%,Med-Peds11%)。课程所有组成部分的知识评估前和知识评估后得分均有所提高。参与者对图像获取感到更加自信,解剖学识别,完成课程后,解释图像并将POCUS发现纳入临床实践(p<0.001)。
结论:在这个共享的GMEPOCUS课程中,我们发现POCUS知识有了显着改善,态度,和精神运动技能。这种共享方法可能是其他机构为其GME计划广泛提供POCUS教育的可行方法。