Broadstock Arthur, Kalantari Annahieta, Dessie Almaz S, Alvarez Al'ai, Lewiss Resa E, Acuna Josie, Weekes Anthony, Maloney Kaylah, Stolz Uwe, Stolz Lori, Shah Aalap
Department of Emergency Medicine University of Cincinnati College of Medicine Cincinnati Ohio USA.
Department of Emergency Medicine Penn State Health Hershey Pennsylvania USA.
AEM Educ Train. 2025 May 8;9(3):e70039. doi: 10.1002/aet2.70039. eCollection 2025 Jun.
Recently, nontraditional educational resources like podcasts, blogs, and online media have gained prominence in medical education and are abundant within the field of point-of-care ultrasound (POCUS). However, the extent to which POCUS educators utilize online resources compared to traditional resources, like textbooks, journal articles, and in-person workshops, is unknown. We aim to define which types of educational resources are used and preferred by POCUS educators to teach trainees.
An expert working group developed a survey aimed to characterize the types of materials used by POCUS educators and their perceived importance on a 6-point forced ranking scale. We administered the survey to POCUS educators at the 2023 Society for Clinical Ultrasound Fellowships conference. Responses were analyzed using random-effects regression analyses.
Sixty-two participants completed the questionnaire. In-person workshops (mean importance 5.1, 95% confidence interval [CI] 4.8-5.4) and online media (mean importance 4.8, 95% CI 4.4-5.1) were ranked as the most important resources for POCUS education overall, though not statistically different from each other ( > 0.001). Journal articles (mean importance 3.4, 95% CI 2.2-4.6), eBooks (mean importance 2.9, 95% CI 1.4-4.4), and podcasts (mean importance 2.8, 95% CI 1.5-4.1) were found to be of moderate importance and were not statistically different from each other. Respondents reported that textbooks were of least importance (mean importance 2.1, 95% CI 0.7-3.5).
POCUS educators view nontraditional educational materials with great importance, though in-person workshops remain the mainstay of POCUS education. POCUS educators utilize nontraditional educational materials and consider them more important than textbooks within POCUS curricula.
最近，播客、博客和在线媒体等非传统教育资源在医学教育中日益突出，并且在床旁超声（POCUS）领域中十分丰富。然而，与教科书、期刊文章和面对面工作坊等传统资源相比，POCUS教育工作者利用在线资源的程度尚不清楚。我们旨在确定POCUS教育工作者使用和更喜欢用于培训学员的教育资源类型。
一个专家工作组制定了一项调查，旨在描述POCUS教育工作者使用的材料类型，并在6分强制排序量表上评估其感知的重要性。我们在2023年临床超声学会奖学金会议上对POCUS教育工作者进行了调查。使用随机效应回归分析对回复进行分析。
62名参与者完成了问卷。总体而言，面对面工作坊（平均重要性5.1，95%置信区间[CI]4.8 - 5.4）和在线媒体（平均重要性4.8，95%CI 4.4 - 5.1）被列为POCUS教育最重要的资源，尽管彼此之间无统计学差异（>0.001）。期刊文章（平均重要性3.4，95%CI 2.2 - 4.6）、电子书（平均重要性2.9，95%CI 1.4 - 4.4）和播客（平均重要性2.8，95%CI 1.5 - 4.1）被发现具有中等重要性，且彼此之间无统计学差异。受访者报告称教科书的重要性最低（平均重要性2.1，95%CI 0.7 - 3.5）。
POCUS教育工作者高度重视非传统教育材料，尽管面对面工作坊仍然是POCUS教育的主要支柱。POCUS教育工作者使用非传统教育材料，并认为它们在POCUS课程中比教科书更重要。
