Development and Implementation of a Context-Specific Multi-modal Point-of-Care Ultrasound Curriculum for a Kenyan Family Medicine Residency Program.

Access to diagnostic imaging is significantly limited in much of the world, and sub-Saharan Africa is no exception. Clinician-performed point-of-care ultrasound (POCUS) may provide increased access to diagnostic imaging for many patients in low-resource settings, but training in this modality is limited. We describe the development and implementation of a context-specific, multi-modal pilot POCUS curriculum involving hands-on instruction, in-person and online didactics, asynchronous online image review, and quantitative evaluation. The curriculum was specifically designed for family medicine residents at a rural Kenyan training hospital. This evidence-based training curriculum was designed for integration into a residency curriculum to train Kenyan family medicine physicians to achieve competence in POCUS use and develop the local expertise and leadership necessary to reproduce the training at other institutions. The curriculum was designed specifically for this Kenyan context; however, we provide a detailed description of all curricular elements and review the evidence informing those elements in order to facilitate reproduction at other similar institutions and settings to improve access to POCUS training. We trained eight family medicine resident participants, all of whom strongly agreed with the utility of the curriculum and its component parts. All eight trainees met quantitative competency measures by written evaluations, direct observation, structured clinical exams, image review, and overall numbers of POCUS exams. A total of 1029 ultrasound scans were performed by the participants in the first year of implementation, averaging 128 scans per participant. No participant fully completed the required number of 165 scans for each application; however, most participants are continuing to add to their numbers as planned. Many of these scans were performed under direct faculty supervision to allow for real-time assessment and feedback, and the rest were asynchronously reviewed. All participants also passed all five observed standardized clinical evaluations (OSCEs), demonstrating their competency to perform, record, and interpret images in a timely and accurate manner. We describe many of the logistical requirements and challenges we experienced, as well as our methods of adapting to or overcoming them. Our curriculum is an effective means of developing POCUS competence in an African setting. Our data and experience with implementation may help establish or expand POCUS into medical training in other institutions in sub-Saharan Africa, improving access to this vital diagnostic tool.