Danila Mark, Zheng Cynthia, Salvatore Ryan J, Cary Rachel, Youssef Sara, Pinhal-Eenfield Grace, Chen Catherine
Department of Anesthesiology and Critical Care, Hospital of the University of Pennsylvania Philadelphia, PA USA.
Department of Medicine, The Warren Alpert Medical School of Brown University Providence, RI USA.
POCUS J. 2024 Nov 15;9(2):80-87. doi: 10.24908/pocus.v9i2.17241. eCollection 2024.
There has been increasing interest in point of care ultrasound (POCUS) as a learning tool in preclinical medical anatomy and physiology courses. Few interventions have used team-based learning (TBL) to teach cardiac POCUS. This study investigates a novel TBL exercise designed to integrate cardiac anatomy, physiology, and cardiac POCUS education within a first-year cardiovascular (CV) course called Team-Based Learning - Ultrasound (TBL-US). : The TBL-US exercise consisted of four phases: preparation, individual and team readiness assurance, image acquisition and application, and knowledge assessment. Six second-year students were trained to facilitate the session under physician supervision. Pre- and post-session knowledge assessments were administered to determine knowledge acquisition. Pre- and post-session surveys were administered to assess attitudes, beliefs, and confidence surrounding cardiac POCUS. Final exam scores were compared between participants and non-participants of TBL-US and stratified into high- and low-performing subgroups to account for pre-TBL baseline differences in ability between the groups. : A total of 54 first-year medical students completed TBL-US. Students showed significant improvement on the post-knowledge assessment compared to the pre-knowledge assessment (70.5% vs. 54.9% [p< 0.001]) and scored significantly higher on the final CV exam compared to non-participants (low-performing group: 85.92% vs. 81.02% [p=0.039], high-performing group: 89.22% vs. 85.95% [p=0.038]). Between 43.3-72.7% of students reported that TBL-US increased their understanding of CV anatomy, physiology, and cardiac POCUS. : Students found TBL-US to be a valuable teaching modality and improved student knowledge of CV anatomy, physiology, and cardiac POCUS. TBL-US effectively augments the learning of cardiac anatomy and physiology during the preclinical undergraduate medical curriculum.
作为临床前医学解剖学和生理学课程的一种学习工具，即时超声（POCUS）越来越受到关注。很少有干预措施采用基于团队的学习（TBL）来教授心脏POCUS。本研究调查了一种新颖的TBL练习，旨在将心脏解剖学、生理学和心脏POCUS教育整合到一门名为基于团队学习的超声（TBL-US）的一年级心血管（CV）课程中。：TBL-US练习包括四个阶段：准备、个人和团队准备情况保证、图像采集与应用以及知识评估。六名二年级学生在医生监督下接受培训以协助课程进行。在课程前后进行知识评估以确定知识获取情况。在课程前后进行调查以评估对心脏POCUS的态度、信念和信心。比较了TBL-US参与者和非参与者的期末考试成绩，并将其分为高绩效和低绩效亚组，以考虑两组之间TBL前能力的基线差异。：共有54名一年级医学生完成了TBL-US。与知识评估前相比，学生在知识评估后有显著提高（70.5%对54.9%[p<0.001]），并且与非参与者相比，在最终的CV考试中得分显著更高（低绩效组：85.92%对81.02%[p = 0.039]，高绩效组：89.22%对85.95%[p = 0.038]）。43.3%-72.7%的学生报告称TBL-US增强了他们对CV解剖学、生理学和心脏POCUS的理解。：学生们发现TBL-US是一种有价值的教学方式，并提高了学生对CV解剖学、生理学和心脏POCUS的知识。TBL-US有效地增强了临床前本科医学课程中心脏解剖学和生理学的学习。
