Bedside Ultrasound Curriculum for Medical Students: Report of a Blended Learning Curriculum Implementation and Validation
Bedside Ultrasound Curriculum for Medical Students: Report of a Blended Learning Curriculum Implementation and Validation
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DOI：
10.1002/jcu.22224
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发表时间：
2015-03-01
影响因子：
0.9
通讯作者：
Szyld, Demian
中科院分区：
文献类型：
--
作者：
Blackstock, Uche;Munson, Jaclyn;Szyld, Demian
背景临床实习的医学生很少接受正式的床旁超声（BUS）培训。我们设计，实施，并评估了标准化的总线课程的医学生对他们的急诊医学（EM）轮换。教学的目的是影响四个认知和心理学习领域：总线仪器知识，图像解释，图像采集，程序guidance.MethodsParticipants观看三个教学基于网络的教程总线仪器，重点评估超声创伤（FAST）检查和超声引导的中心静脉导管（CVC）的位置。随后，参与者参加了3个小时的实践培训课程，与教师教练讨论相同的内容领域和实践。一个基于网络的，多项选择的问卷调查之前和之后的会议。在旋转的最后一周，学生返回快速图像采集和CVC placement. ResultsForty的EM旋转的医学生的技能评估。超声知识总体平均评分从66.6%（SD 11.2）显著改善至85.7%（SD +/- 10.0），对应于19.1%的平均差异（95%CI 15.5-22.7; p
BackgroundMedical students on clinical rotations rarely receive formal bedside ultrasound (BUS) training. We designed, implemented, and evaluated a standardized BUS curriculum for medical students on their Emergency Medicine (EM) rotation. Teaching was aimed toward influencing four cognitive and psychomotor learning domains: BUS instrumentation knowledge, image interpretation, image acquisition, and procedural guidance.MethodsParticipants viewed three instructional Web-based tutorials on BUS instrumentation, the Focused Assessment for Sonography in Trauma (FAST) examination and ultrasound-guided central venous catheter (CVC) placement. Subsequently, participants attended a 3-hour hands-on training session to discuss the same content area and practice with faculty coaches. A Web-based, multiple-choice questionnaire was administered before and after the session. During the final week of the rotation, students returned for skills assessments on FAST image acquisition and CVC placement.ResultsForty-five medical students on an EM rotation were enrolled. Sonographic knowledge overall mean score improved significantly from 66.6% (SD 11.2) to 85.7% (SD +/- 10.0), corresponding to a mean difference of 19.1% (95% CI 15.5-22.7; p