Amini Richard, Stolz Lori Ann, Gross Austin, O'Brien Kathleen, Panchal Ashish Raman, Reilly Kevin, Chan Lisa, Drummond Brian Scott, Sanders Arthur, Adhikari Srikar
Department of Emergency Medicine, University of Arizona Medical Center, PO Box 245057, Tucson, AZ, 85724-5057, USA,
Intern Emerg Med. 2015 Aug;10(5):613-8. doi: 10.1007/s11739-015-1222-8. Epub 2015 Mar 13.
A handful of medical schools have developed formal curricula to teach medical students point-of-care ultrasound; however, no ideal method has been proposed. The purpose of this study was to assess an innovative theme-based ultrasound educational model for undergraduate medical education. This was a single-center cross-sectional study conducted at an academic medical center. The study participants were 95 medical students with minimal or no ultrasound experience during their third year of training. The educational theme for the ultrasound session was "The evaluation of patients involved in motor vehicle collisions." This educational theme was carried out during all components of the 1-day event called SonoCamp: asynchronous learning, the didactic lecture, the skills stations, the team case challenge and the individual challenge stations. Assessment consisted of a questionnaire, team case challenge, and individual challenges. A total of 89 of 95 (94 %) students who participated in SonoCamp responded, and 92 % (87 of 95) completed the entire questionnaire before and after the completion of SonoCamp. Ninety-nine percent (95 % CI, 97-100 %) agreed that training at skill stations helped solidify understanding of point-of-care ultrasound. Ninety-two percent (95 % CI, 86-98 %) agreed that theme-based learning is an engaging learning style for point-of-care ultrasound. All students agreed that having a team exercise is an engaging way to learn point-of-care ultrasound; and of the 16 groups, the average score on the case-based questions was 82 % (SD + 28). The 1-day, theme-based ultrasound educational event was an engaging learning technique at our institution which lacks undergraduate medical education ultrasound curriculum.
少数医学院校已经制定了正式课程，向医学生教授床旁超声检查；然而，尚未提出理想的方法。本研究的目的是评估一种创新的基于主题的超声教育模式用于本科医学教育。这是在一所学术医疗中心进行的单中心横断面研究。研究参与者是95名医学生，他们在培训的第三年几乎没有或没有超声经验。超声课程的教育主题是“机动车碰撞事故患者的评估”。这个教育主题在名为SonoCamp的为期1天的活动的所有环节中展开：异步学习、理论讲座、技能站、团队病例挑战和个人挑战站。评估包括一份问卷、团队病例挑战和个人挑战。参加SonoCamp的95名学生中有89名（94%）做出了回应，92%（95名中的87名）在SonoCamp结束前后完成了完整的问卷。99%（95%置信区间，97 - 100%）的学生同意在技能站的培训有助于巩固对床旁超声检查的理解。92%（95%置信区间，86 - 98%）的学生同意基于主题的学习是一种引人入胜的床旁超声学习方式。所有学生都同意进行团队练习是学习床旁超声检查的一种引人入胜的方式；在16个小组中，基于病例问题的平均得分是82%（标准差 + 28）。在我们这所缺乏本科医学教育超声课程的机构中，为期1天的基于主题的超声教育活动是一种引人入胜的学习技术。
