Lessons Learned from POCUS Instruction in Undergraduate Medicine During the COVID-19 Pandemic
Abstract Point of care Ultrasound (POCUS) has been adopted into clinical practice across many fields of medicine. Undergraduate medical education programs have recognized the need to incorporate POCUS training into their curricula, traditionally done in small groups with in-person sessions. This...
| Main Authors: | , , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
CINQUILL Medical Publishers Inc.
2023-04-01
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| Series: | POCUS Journal |
| Subjects: | |
| Online Access: | https://ojs.library.queensu.ca/index.php/pocus/article/view/16410 |
| _version_ | 1797837993993568256 |
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| author | Sherwin Wong Salwa Nihal Danny Yu Jia Ke Emma Neary Luke Wu Edwin Ocran Michael Cenkowski Nicholas Grubic Stephen C. Pang Amer M. Johri |
| author_facet | Sherwin Wong Salwa Nihal Danny Yu Jia Ke Emma Neary Luke Wu Edwin Ocran Michael Cenkowski Nicholas Grubic Stephen C. Pang Amer M. Johri |
| author_sort | Sherwin Wong |
| collection | DOAJ |
| description |
Abstract
Point of care Ultrasound (POCUS) has been adopted into clinical practice across many fields of medicine. Undergraduate medical education programs have recognized the need to incorporate POCUS training into their curricula, traditionally done in small groups with in-person sessions. This method is resource intensive and requires sufficient equipment and expertise. These requirements are often cited as barriers for implementation. During the Coronavirus Disease 2019 (COVID-19) pandemic, POCUS education was required to adapt to physical distancing regulations, giving rise to novel teaching methods for POCUS. This article outlines the implementation of a POCUS teaching session before and during the pandemic. It describes how these innovations can scale POCUS teaching and overcome barriers moving forward. A flipped classroom model was implemented for all learners. Learners were given an introductory POCUS module before the scheduled in-person or virtual teaching session. Sixty-nine learners participated in conventional in-person teaching, while twenty-two learners participated in virtual teaching following the pandemic-related restrictions. Learners completed a written test before and following the teaching. In-person learners were assessed using an objective structured assessment of ultrasound skills (OSAUS) pre- and post-learning sessions. A follow-up survey was conducted three years after the teaching sessions were completed. Both in-person and virtual groups demonstrated statistically significant improvement in knowledge scores (p <0.0001). Both groups had similar post-test learning scores (74.2 ± 13.6% vs. 71.8 ± 14.5 %, respectively). On follow-up questionnaires, respondents indicate that they found our online and in-person modes of teaching helpful during their residency. POCUS education continues to face a variety of barriers, including limitations in infrastructure and expertise. This study describes an adapted POCUS teaching model that is scalable, uses minimal infrastructure and retains the interactivity of conventional small-group POCUS teaching. This program can serve as a blueprint for other institutions offering POCUS teaching, especially when conventional teaching methods are limited.
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| first_indexed | 2024-04-09T15:33:36Z |
| format | Article |
| id | doaj.art-af2aa5119c784199994c91d63e7b9413 |
| institution | Directory Open Access Journal |
| issn | 2369-8543 |
| language | English |
| last_indexed | 2024-04-09T15:33:36Z |
| publishDate | 2023-04-01 |
| publisher | CINQUILL Medical Publishers Inc. |
| record_format | Article |
| series | POCUS Journal |
| spelling | doaj.art-af2aa5119c784199994c91d63e7b94132023-04-28T04:00:03ZengCINQUILL Medical Publishers Inc.POCUS Journal2369-85432023-04-018110.24908/pocus.v8i1.16410Lessons Learned from POCUS Instruction in Undergraduate Medicine During the COVID-19 PandemicSherwin Wong0Salwa Nihal1Danny Yu Jia Ke2Emma Neary3Luke Wu4Edwin Ocran5Michael Cenkowski6Nicholas Grubic7Stephen C. Pang8Amer M. Johri9Kingston Health Sciences Centre, Kingston, ON, Canada; Queen’s University, Kingston, ON, CanadaKingston Health Sciences Centre, Kingston, ON, Canada; Queen’s University, Kingston, ON, CanadaQueen’s University, Kingston, ON, CanadaQueen’s University, Kingston, ON, CanadaKingston Health Sciences Centre, Kingston, ON, Canada; Queen’s University, Kingston, ON, CanadaKingston Health Sciences Centre, Kingston, ON, Canada; Queen’s University, Kingston, ON, CanadaKingston Health Sciences Centre, Kingston, ON, Canada; Queen’s University, Kingston, ON, CanadaQueen’s University, Kingston, ON, CanadaQueen’s University, Kingston, ON, CanadaKingston Health Sciences Centre, Kingston, ON, Canada; Queen’s University, Kingston, ON, Canada Abstract Point of care Ultrasound (POCUS) has been adopted into clinical practice across many fields of medicine. Undergraduate medical education programs have recognized the need to incorporate POCUS training into their curricula, traditionally done in small groups with in-person sessions. This method is resource intensive and requires sufficient equipment and expertise. These requirements are often cited as barriers for implementation. During the Coronavirus Disease 2019 (COVID-19) pandemic, POCUS education was required to adapt to physical distancing regulations, giving rise to novel teaching methods for POCUS. This article outlines the implementation of a POCUS teaching session before and during the pandemic. It describes how these innovations can scale POCUS teaching and overcome barriers moving forward. A flipped classroom model was implemented for all learners. Learners were given an introductory POCUS module before the scheduled in-person or virtual teaching session. Sixty-nine learners participated in conventional in-person teaching, while twenty-two learners participated in virtual teaching following the pandemic-related restrictions. Learners completed a written test before and following the teaching. In-person learners were assessed using an objective structured assessment of ultrasound skills (OSAUS) pre- and post-learning sessions. A follow-up survey was conducted three years after the teaching sessions were completed. Both in-person and virtual groups demonstrated statistically significant improvement in knowledge scores (p <0.0001). Both groups had similar post-test learning scores (74.2 ± 13.6% vs. 71.8 ± 14.5 %, respectively). On follow-up questionnaires, respondents indicate that they found our online and in-person modes of teaching helpful during their residency. POCUS education continues to face a variety of barriers, including limitations in infrastructure and expertise. This study describes an adapted POCUS teaching model that is scalable, uses minimal infrastructure and retains the interactivity of conventional small-group POCUS teaching. This program can serve as a blueprint for other institutions offering POCUS teaching, especially when conventional teaching methods are limited. https://ojs.library.queensu.ca/index.php/pocus/article/view/16410POCUSvirtualeducationflipped classroom |
| spellingShingle | Sherwin Wong Salwa Nihal Danny Yu Jia Ke Emma Neary Luke Wu Edwin Ocran Michael Cenkowski Nicholas Grubic Stephen C. Pang Amer M. Johri Lessons Learned from POCUS Instruction in Undergraduate Medicine During the COVID-19 Pandemic POCUS Journal POCUS virtual education flipped classroom |
| title | Lessons Learned from POCUS Instruction in Undergraduate Medicine During the COVID-19 Pandemic |
| title_full | Lessons Learned from POCUS Instruction in Undergraduate Medicine During the COVID-19 Pandemic |
| title_fullStr | Lessons Learned from POCUS Instruction in Undergraduate Medicine During the COVID-19 Pandemic |
| title_full_unstemmed | Lessons Learned from POCUS Instruction in Undergraduate Medicine During the COVID-19 Pandemic |
| title_short | Lessons Learned from POCUS Instruction in Undergraduate Medicine During the COVID-19 Pandemic |
| title_sort | lessons learned from pocus instruction in undergraduate medicine during the covid 19 pandemic |
| topic | POCUS virtual education flipped classroom |
| url | https://ojs.library.queensu.ca/index.php/pocus/article/view/16410 |
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