ST7 anaesthesia and intensive care medicine trainee, Health Education England Northwest, Manchester, UK.
NIHR academic clinical fellow, Humanitarian and Conflict Response Institute, University of Manchester, Manchester, UK.
BMC Med Educ. 2024 Jul 2;24(1):713. doi: 10.1186/s12909-024-05653-2.
Point-of-Care Ultrasound (POCUS) consists of a range of increasingly important imaging modalities across a variety of specialties. Despite a variety of accreditation pathways available in the UK, lung POCUS training remains difficult to deliver and accreditation rates remain suboptimal. We describe a multidisciplinary, multi-centre, and multi-pronged approach to lung POCUS education within a region.
A survey was conducted in a region. From these results, bottlenecks were identified for improvement. We utilised key stages in an established accreditation pathway, and the Action Learning process. Analysing participant feedback, consensus amongst the team, regional educational needs, and leveraging the expertise within the faculty, we implemented several solutions which were multidisciplinary, multi-centre, and multi-pronged. We also set up a database across several accreditation pathways to facilitate supervision and assessment of rotational trainees.
Utilising the Action Learning process, we implemented several improvements at elements of the lung ultrasound accreditation pathways. An initial regional survey identified key barriers to accreditation: lack of courses (52%), lack of mentors (93%), and difficulty arranging directly supervised scans (73%). A multidisciplinary team of trainers was assembled. Regular courses were organised and altered based on feedback and anecdotal educational needs within the region. Courses were set up to also facilitate continuing professional development and exchange of knowledge and ideas amongst trainers. The barrier of supervision was removed through the organisation of regular supervision sessions, facilitating up to fifty scans per half day per trainer. We collected feedback from courses and optimised them. Remote mentoring platforms were utilised to encourage asynchronous supervision. A database of trainers was collated to facilitate triggered assessments. These approaches promoted a conducive environment and a commitment to learning. Repeat survey results support this.
Lung ultrasound accreditation remains a complex educational training pathway. Utilising an education framework, recruiting a multidisciplinary team, ensuring a multi-pronged approach, and fostering a commitment to learning can improve accreditation success.
床边超声（POCUS）在多个专业中包含一系列日益重要的成像方式。尽管英国提供了多种认证途径，但肺部 POCUS 培训仍然难以实施，认证率仍然不理想。我们在一个地区描述了一种多学科、多中心和多管齐下的肺部 POCUS 教育方法。
在一个地区进行了一项调查。根据这些结果，确定了需要改进的瓶颈。我们利用了既定认证途径中的关键阶段和行动学习过程。通过分析参与者的反馈、团队之间的共识、区域教育需求以及利用教师的专业知识，我们实施了多项多学科、多中心和多管齐下的解决方案。我们还在多个认证途径上建立了一个数据库，以方便对轮转培训生进行监督和评估。
利用行动学习过程，我们在肺部超声认证途径的几个方面实施了多项改进。最初的地区调查确定了认证的主要障碍：缺乏课程（52%）、缺乏导师（93%）以及难以安排直接监督扫描（73%）。组建了一个多学科培训师团队。根据该地区的反馈和轶事教育需求，定期组织和调整课程。课程还设置为促进继续教育和培训师之间的知识和想法交流。通过定期监督会议，消除了监督的障碍，每个培训师每半天最多可进行五十次扫描。我们收集了课程反馈并进行了优化。利用远程指导平台鼓励异步监督。收集了培训师数据库，以方便触发评估。这些方法促进了有利的学习环境和学习承诺。重复的调查结果支持这一点。
肺部超声认证仍然是一个复杂的教育培训途径。利用教育框架、招募多学科团队、确保多管齐下的方法并培养学习承诺，可以提高认证成功率。
