Self-learning of point-of-care cardiac ultrasound - Can medical students teach themselves?
Self-learning of point-of-care cardiac ultrasound - Can medical students teach themselves?
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DOI：
10.1371/journal.pone.0204087
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发表时间：
2018-09-27
期刊：
影响因子：
3.7
通讯作者：
Kobal, Sergio
中科院分区：
文献类型：
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作者：
Fuchs, Lior;Gilad, David;Kobal, Sergio
背景床旁超声检查（Point-of-care ultrasound，PoCUS）是一门快速发展的学科，旨在培训非心脏病专家、非放射科医生的临床医生进行床旁超声检查以指导临床决策。PoCUS的培训具有挑战性，耗时且需要大量资源。我们的研究的目的是评估这个培训过程是否可以简化，让医学生自我训练自己与基于网络的心脏超声software.MethodsA前瞻性，单盲，队列研究，比较性能的29名医学生在执行6分钟的心脏超声examin. Students分为两组：自学组，使用电子学习软件和自我实践相结合，使用袖珍超声设备相比，正式，正面心脏超声course.ResultsAll 29名学生完成了他们指定的课程，并进行了6分钟的考试：20名学生参加了心脏超声课程，9名学生完成了自学课程。自我学习组的中位数（Q1，Q3）测试得分高于额叶课程组得分，分别为18（15，19）和15（12，19.5）。然而，两个研究组之间没有发现统计学显著差异（p = 0.478）。自学课程组全体学生（9/9，100%）和16额部超声课程组中有16/20，80%的学生获得了胸骨旁长轴视图的正确对齐（p = 0.280）。结论将电子学习软件与自我练习心脏超声相结合的自学学生与接受经过验证的床边，心脏超声课程。我们的研究结果表明，独立的心脏超声学习，结合E-learning软件的利用和自我实践，是可行的。自我电子学习的心脏超声可以作为一个重要的，具有成本效益的辅助严重消耗资源的传统教学。
BackgroundPoint-of-care ultrasonography (PoCUS) is a rapidly evolving discipline that aims to train non-cardiologists, non-radiologists clinicians in performing bedside ultrasound to guide clinical decision. Training of PoCUS is challenging, time-consuming and requires large amount of resources. The objective of our study was to evaluate if this training process can be simplified by allowing medical students self-train themselves with a web-based cardiac ultrasound software.MethodsA prospective, single blinded, cohort study, comparing performance of 29 medical students in performing a six-minutes cardiac ultrasound exam. Students were divided into two groups: self-learning group, using a combination of E-learning software and self-practice using pocket ultrasound device compared to formal, frontal cardiac ultrasound course.ResultsAll 29 students completed their designated courses and performed the six-minutes exam: 20 students participated in the frontal cardiac ultrasound course and 9 completed the self-learning course. The median (Q1,Q3) test score for the self-learning group was higher than the frontal course group score, 18 (15,19) versus 15 (12,19.5), respectively. Nevertheless, no statistically significant difference was found between the two study groups (p = 0.478). All students in the self-learning course group (9/9, 100%) and 16 (16/20, 80%) of students in the frontal ultrasound course group obtained correct alignment of the parasternal long axis view (p = 0.280).ConclusionsSelf-learning students combining E-learning software with self-practice cardiac ultrasound were as good as students who received a validated, bedside, frontal cardiac ultrasound course. Our findings suggest that independent cardiac ultrasound learning, combining utilization of E-learning software and self-practice, is feasible. Self-E-learning of cardiac ultrasound may serve as an important, cost-effective adjunct to heavily resource consuming traditional teaching.