目标:点护理超声(POCUS),传统上,需要学习者和教育者的接近,在COVID-19大流行期间,POCUS教育面临挑战。我们着手评估在UME中教授POCUS的三种替代方法。会议从在线研讨会发展到远程研讨会,交互式模拟“进步晚餐”风格的会议,随着预防措施在整个大流行中的发展。
方法:这项前瞻性研究详细介绍了一系列三个POCUS研讨会,这些研讨会旨在与COVID-19大流行期间流行的社会距离预防措施保持一致。总的来说,包括656名医学生。第一次和第二次研讨会使用基于网络的会议技术与实时超声成像,第二个研讨会的重点是通过模拟进行临床整合。随着距离预防措施的更新,一种新颖的“渐进晚餐”技术被用于第三次研讨会。每次会议后进行调查,以获得有关学生对替代教学技术的态度的反馈,并使用了定量和定性分析。
结果:最初,为180名医学生进行了远程POCUS研讨会。百分之九十九(177)的学生认为会议是“智力挑战”和“刺激”。“百分之九十九的学生(340/344),在第二次研讨会之后,表明会议在智力上具有挑战性,刺激,和积极的学习经验。学生正确识别病理图像的能力增加了会话中投票的会话后评估。对于第三车间,99%(107/108)的学生表示,会议是“信息。“关于图像采集的研讨会前和研讨会后的知识有了显著的改善,解释,和临床整合。
结论:虽然最好在床边传达图像采集技能,在一系列三个研讨会上,这些改进的POCUS教学技术与COVID-19大流行的限制相一致地开发和交付,被证明是传统教学方法的有效替代品,当社会距离要求时,一个大的学习者池,或者缺乏当地的专业知识。
OBJECTIVE: Point-of-care ultrasound (POCUS), traditionally, requires the proximity of learners and educators, making POCUS education challenging during the COVID-19 pandemic. We set out to evaluate three alternate approaches to teaching POCUS in UME. Sessions progressed from an online seminar to a remote, interactive simulation to a \"progressive dinner\" style session, as precautions evolved throughout the pandemic.
METHODS: This prospective study details a series of three POCUS workshops that were designed to align with prevailing social distancing precautions during the COVID-19 pandemic. Overall, 656 medical students were included. The first and second workshops used web-based conferencing technology with real-time ultrasound imaging, with the second workshop focusing on clinical integration through simulation. As distancing precautions were updated, a novel \"progressive dinner\" technique was used for the third workshop. Surveys were conducted after each session to obtain feedback on students\' attitudes toward alternative teaching techniques and quantitative and qualitative analyses were used.
RESULTS: The initial, remote POCUS workshop was performed for 180 medical students. Ninety-nine (177) percent of students felt the session was \"intellectually challenging\" and \"stimulating.\" Ninety-nine percent of students (340/344), after the second workshop, indicated the session was intellectually challenging, stimulating, and a positive learning experience. Students\' ability to correctly identify pathologic images increased post-session evaluation from in-session polling. For workshop three, 99% (107/108) of students indicated that the session was \"informative.\" There was a significant improvement in pre- to post-workshop knowledge regarding image acquisition, interpretation, and clinical integration.
CONCLUSIONS: While image acquisition skills are best conveyed at the bedside, these modified POCUS teaching techniques developed and delivered in alignment with COVID-19 pandemic restrictions during a series of three workshops were shown to be effective surrogates for traditional teaching approaches when social distancing requirements, a large learner pool, or lack of local expertise exist.