Byrne Connor, Kahl Nico, Knight Brian, Lee Monica, Morley Stephanie, Lahham Shadi, Bingisser Roland, Thompson Maxwell, Shniter Inna, Valdes Victoria, Fox John C
School of Medicine, University of California Irvine, Irvine, California, USA.
Department of Emergency Medicine, University of California Irvine, Irvine, California, USA.
J Med Ultrasound. 2019 Apr-Jun;27(2):92-96. doi: 10.4103/JMU.JMU_57_18. Epub 2019 Feb 26.
As the utility of point-of-care ultrasound (POCUS) continues to expand in the medical field, there is a need for effective educational methods. In Switzerland, medical education follows the European model and lasts 6 years, focusing on preclinical training during the first 2 years. No previous studies have evaluated the optimal time for teaching ultrasound in European medical education.
The aim of this study is to provide ultrasound training to medical students in Switzerland at varying times during their clinical training to determine if the level of training plays a role in their ability to comprehend and to apply basic POCUS skills.
We performed an observational study utilizing a convenience sample of Swiss medical students between July 11, 2016 and August 6, 2016. They were taught a 2-day POCUS course by five American-trained 1-year medical students. Following this course, students were evaluated with written and clinical examination.
100 Swiss medical students were enrolled in the study. A total of 59 of these students were early clinical students, and 41 students were late clinical students. A two-tailed -test was performed and demonstrated that the late clinical students performed better than the early clinical students on the written assessment; however, no difference was found in clinical skill.
Our data suggest that Swiss medical students can learn and perform POCUS after a 2-day instructional taught by trained 1-year American medical students. No difference was found between students in early clinical training and late clinical training for the ability to perform POCUS.
随着床旁超声（POCUS）在医学领域的应用不断扩大，需要有效的教育方法。在瑞士，医学教育遵循欧洲模式，为期6年，前两年侧重于临床前培训。此前尚无研究评估欧洲医学教育中超声教学的最佳时间。
本研究的目的是在瑞士医学生临床培训的不同时间为他们提供超声培训，以确定培训水平是否对他们理解和应用基本床旁超声技能的能力有影响。
我们进行了一项观察性研究，利用2016年7月11日至2016年8月6日期间瑞士医学生的便利样本。由五名接受过美国培训的一年级医学生为他们讲授为期两天的床旁超声课程。课程结束后，对学生进行笔试和临床检查评估。
100名瑞士医学生参与了该研究。其中共有59名学生是早期临床阶段学生，41名是晚期临床阶段学生。进行了双尾检验，结果表明晚期临床阶段学生在笔试中的表现优于早期临床阶段学生；然而，在临床技能方面未发现差异。
我们的数据表明，瑞士医学生在接受由受过培训的美国一年级医学生讲授的为期两天的教学后，可以学习并进行床旁超声检查。在进行床旁超声检查的能力方面，早期临床培训学生和晚期临床培训学生之间未发现差异。
