PDF(Pubmed)
Abstract：
BACKGROUND: Point of care ultrasound (POCUS) education has grown significantly over the past two decades. Like most curricular items, POCUS education is siloed within individual graduate medical education (GME) programs. The purpose of this study was to evaluate the effectiveness of a shared GME POCUS curriculum between five GME programs at a single institution.
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.
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.
摘要：
背景：在过去的二十年中，护理超声（POCUS）教育显着增长。像大多数课程项目一样，POCUS教育在个人研究生医学教育（GME）计划中孤立。这项研究的目的是评估单个机构的五个GME计划之间共享GMEPOCUS课程的有效性。
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。
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。
