Department of Emergency Medicine, Indiana University School of Medicine, 720 Eskenazi Ave, Fifth Third Faculty Office Building, 3rd Floor Emergency Medicine Office, Indianapolis, IN, 46202, USA.
Department of Family Medicine, Indiana University School of Medicine, Indianapolis, IN, USA.
BMC Med Educ. 2024 Aug 6;24(1):843. doi: 10.1186/s12909-024-05797-1.
Point of care ultrasound (POCUS) education has grown significantly over the past two decades. Like most curricular items, POCUS education is siloed within individual graduate medical education (GME) programs. The purpose of this study was to evaluate the effectiveness of a shared GME POCUS curriculum between five GME programs at a single institution.
Post-graduate-year-1 (PGY-1) residents from emergency medicine (EM), family medicine (FM), internal medicine (IM), combined internal medicine-pediatrics (IM-Peds) and combined emergency medicine-pediatrics (EM-Peds) residency programs were enrolled in a core POCUS curriculum. The curriculum included eleven asynchronous online learning modules and ten hands-on training sessions proctored by sonographers and faculty physicians with POCUS expertise. Data was gathered about the curriculum's effectiveness including participation, pre- and post-curricular surveys, pre- and post-knowledge assessments, and an objective skills assessment.
Of the 85 residents enrolled, 61 (72%) participated in the curriculum. Engagement varied between programs, with attendance at hands-on sessions varying the most (EM 100%, EM-Peds 100%, FM 40%, IM 22%, Med-Peds 11%). Pre- and post-knowledge assessment scores improved for all components of the curriculum. Participants felt significantly more confident with image acquisition, anatomy recognition, interpreting images and incorporating POCUS findings into clinical practice (p < 0.001) after completing the curriculum.
In this shared GME POCUS curriculum, we found significant improvement in POCUS knowledge, attitudes, and psychomotor skills. This shared approach may be a viable way for other institutions to provide POCUS education broadly to their GME programs.
床边超声（POCUS）教育在过去二十年中得到了显著发展。与大多数课程项目一样，POCUS 教育在各个研究生医学教育（GME）项目中是孤立的。本研究的目的是评估单个机构的五个 GME 项目之间共享 GME POCUS 课程的效果。
急诊医学（EM）、家庭医学（FM）、内科（IM）、内科-儿科联合（IM-Peds）和急诊-儿科联合（EM-Peds）住院医师项目的一年级住院医师（PGY-1）参加了核心 POCUS 课程。该课程包括十一个异步在线学习模块和十个由具有 POCUS 专业知识的超声技师和教员监督的实践培训课程。收集了有关课程效果的数据，包括参与度、课前和课后调查、课前和课后知识评估以及客观技能评估。
在注册的 85 名住院医师中，有 61 名（72%）参加了课程。参与度因项目而异，实践课程的出勤率差异最大（EM 100%，EM-Peds 100%，FM 40%，IM 22%，Med-Peds 11%）。所有课程内容的课前和课后知识评估分数均有所提高。参与者在完成课程后，在图像采集、解剖结构识别、解读图像以及将 POCUS 结果纳入临床实践方面，均明显更有信心（p<0.001）。
在这个共享的 GME POCUS 课程中，我们发现 POCUS 知识、态度和运动技能有了显著提高。这种共享方法可能是其他机构向其 GME 项目广泛提供 POCUS 教育的可行途径。
