Department of Internal Medicine, Division of Hospital Medicine, University of Nebraska Medical Center, 986430 Nebraska Medical Center, Omaha, NE, USA.
Prisma Health Midlands - University of South Carolina School of Medicine, Department of Internal Medicine, Division of General Internal Medicine, 14 Richland Medical Park Drive, Suite, Columbia, SC, 320, USA.
BMC Med Educ. 2022 Mar 12;22(1):171. doi: 10.1186/s12909-022-03225-w.
Point-of-care ultrasound (POCUS) graduate medical education is expanding across many specialties, but a lack of trained faculty is a common barrier. Even well-designed faculty development programs struggle with retention, yet little is known about the experiences of practicing physicians learning POCUS. Our objective is to explore the experiences of clinician-educators as they integrate POCUS into their clinical and teaching practices to help inform curriculum design.
Qualitative study using instrumental case study design to analyze interview data from 18 internal medicine clinician-educators at 3 academic health centers. Interviewees were recruited by program directors at each site to include participants with a range of POCUS use patterns. Interviews took place from July-August 2019.
Analysis yielded 6 themes: teaching performance, patient care, curriculum needs, workflow and access, administrative support, and professional engagement. Participants felt POCUS enhanced their teaching skills, clinical decision making, and engagement with patients. The themes highlighted the importance of longitudinal supervision and feedback, streamlined integration of POCUS into clinical workflow, and administrative support of time and resources. Interviewees reported learning and teaching POCUS helped combat burn-out and enhance their sense of professional engagement.
Learning POCUS as a practicing clinician-educator is a complicated endeavor that must take into account mastery of psychomotor skills, existing practice habits, and local institutional concerns. Based upon the themes generated from this study, we make recommendations to help guide POCUS faculty development curriculum design. Although this study focused on internists, the findings are likely generalizable to other specialties with growing interest in POCUS education.
即时超声（POCUS）的毕业后医学教育正在许多专业中扩展，但缺乏受过培训的教师是一个常见的障碍。即使是精心设计的教师发展计划也难以留住教员，然而，人们对学习 POCUS 的执业医师的经验知之甚少。我们的目标是探讨临床医师教育者在将 POCUS 融入他们的临床和教学实践中的经验，以帮助设计课程。
使用仪器案例研究设计的定性研究，对来自 3 个学术医疗中心的 18 名内科临床医师教育者的访谈数据进行分析。访谈对象由每个站点的项目主任招募，以包括具有不同 POCUS 使用模式的参与者。访谈于 2019 年 7 月至 8 月进行。
分析产生了 6 个主题：教学表现、患者护理、课程需求、工作流程和访问、行政支持和专业参与。参与者认为 POCUS 提高了他们的教学技能、临床决策能力和与患者的互动能力。这些主题强调了纵向监督和反馈、将 POCUS 流畅地融入临床工作流程以及对时间和资源的行政支持的重要性。受访者报告说，学习和教授 POCUS 有助于对抗倦怠并增强他们的职业参与感。
作为一名执业临床医师教育者学习 POCUS 是一项复杂的工作，必须考虑掌握运动技能、现有实践习惯和当地机构的关注。根据本研究得出的主题，我们提出建议以帮助指导 POCUS 教师发展课程设计。尽管本研究侧重于内科医生，但研究结果可能适用于对 POCUS 教育越来越感兴趣的其他专业。
