A Novel Device for Training and Evaluating Ultrasound-Guided Procedures In Anesthesia

项目摘要 在过去的十年里，超声介入指导的使用已经显著扩大，并且已经 成为麻醉、急诊医学、运动医学等临床专业的重要工具。 在介入性超声中，由于需要同时 用单个B型探头将靶子和针可视化，保持非优势手稳定，同时 找出针在优势手中的正确轨迹。由此产生的对准问题(探测器， 仪器、靶标)是一个与超声识别结构不同的技能问题，需要专门的 训练。当前的培训系统没有提供适当的信息来帮助新手用户开发密钥 手眼协调技能及其保持。为此，我们建议设计由以下组成的EDU- 一台Interson超声波，一台装有导航软件的平板电脑，一个带微型摄像机的CGM光学头， 和CGM定制神经阻滞体模--作为培养针刺获取关键技能的学习平台， 针放置的准确性，以及了解针到超声平面的方向。微型视频的使用 超声波上的摄像头使计算机算法能够计算出 有经验的用户执行其中一个区域块和学生的尝试。两者之间的差异 通往目标的路径允许对技能进行一些量化，这可能有助于向学生提供反馈 在这学期，也许也是为了制定一个继续医学教育课程的基准。这项提议的第二个目的 就是研究使用导针软件学习是否有利于学生技能的获得和/或 自信。这项建议将在一个学期内研究一批注册麻醉师学生。 课程讲授五个逐渐变得更难的神经阻滞/程序。有了这个新的系统，可以量化 可以利用指标来证明在指导下学习是否有帮助，即使指导是 取消，以及它是否可以在学生中实现更一致的程序。使用专有定制- 做幻象时，五个程序的递进难度水平可以说明是否可以指导得更多 在更困难的区块中有帮助，或者如果它对所有人都有帮助的话。

Project Summary The use of ultrasound for interventional guidance has expanded significantly over the past decade and has become an important tool in clinical specialties such as Anesthesia, Emergency Medicine and Sports Medicine. In interventional ultrasound, there are significant challenges introduced by the necessity of simultaneously visualizing the target and the needle with a single B-mode probe, keeping the nondominant hand steady while finding the correct trajectory of the needle in the dominant hand. The resulting alignment problem (probe, instrument, target) is a different skill problem than identifying structures in ultrasound and requires specialized training. Current training systems do not provide suitable information to aid the novice user in developing key hand-eye coordination skills and their retention. For this reason, we propose to design the EDU –comprised of an Interson ultrasound, a tablet computer with guidance software, a CGM Optical Head with tiny video cameras, and a CGM custom nerve block phantom-- as a learning platform for developing key skills in needle acquisition, accuracy of needle placement, and understanding needle-to-ultrasound-plane orientation. The use of tiny video cameras on the ultrasound enable computer algorithms to compute the trajectory differences between an experienced user performing one of the regional blocks and a student’s attempt. The differences between the paths to the target allow some quantification of the skills, which may be helpful in giving feedback to the student during the semester, and perhaps also to develop a benchmark for CME courses. A second aim of this proposal is to study whether learning with needle-guidance software is beneficial to student skill acquisition and/or confidence. This proposal would study a cohort of student registered nurse anesthetists during a semester course teaching five progressively more difficult nerve blocks/procedures. With this novel system, quantifiable metrics can be harnessed to demonstrate whether learning with guidance is helpful, even when the guidance is removed, and whether it can lead to more consistent procedures across students. Using proprietary custom- made phantoms, the progressive difficulty levels of the five procedures can show whether guidance can be more helpful in more difficult blocs or if it can help in all.