West Virginia University Department of Anesthesiology, West Virginia University, Morgantown, WV, USA.
Int Anesthesiol Clin. 2024 Jul 1;62(3):47-54. doi: 10.1097/AIA.0000000000000443. Epub 2024 May 24.
Point-of-care ultrasound (POCUS) has been developed as a critical tool for diagnostic patient evaluation and clinical management. Its transcendence into anesthesiology necessitates appropriate and effective educational strategies to assist in the development of anesthesia POCUS learners. Several professional societies, including the American Society of Anesthesiologists (ASA), American Society of Regional Anesthesia (ASRA), and Accreditation Council for Graduate Medical Education (ACGME) for anesthesiology have established minimum training standards for POCUS education for anesthesiologists, residents, and fellows.1,4 The article at hand aims to summarize and provide insight into the various educational modalities utilized in POCUS training, incorporate these strategies in the established "Indication, Acquisition, Interpretation, and Medical decision-making" (I-AIM) framework, and include recommendations on the minimum number of POCUS exams to aid in achieving competency. 3.
床边超声（POCUS）已发展成为诊断患者评估和临床管理的重要工具。它在麻醉学中的应用需要适当和有效的教育策略，以帮助培养麻醉 POCUS 学习者。包括美国麻醉医师协会（ASA）、美国区域麻醉学会（ASRA）和麻醉学研究生医学教育认证委员会（ACGME）在内的几个专业学会已经为麻醉师、住院医师和研究员制定了 POCUS 教育的最低培训标准。1,4 本文旨在总结和深入了解 POCUS 培训中使用的各种教育模式，将这些策略纳入既定的“指征、采集、解读和医学决策”（I-AIM）框架，并就实现能力所需的 POCUS 检查次数提出建议。3.
