Teaching Medical Students Rapid Ultrasound for shock and hypotension (RUSH): learning outcomes and clinical performance in a proof-of-concept study
Abstract Background Point-of-care ultrasound (POCUS) is a critical diagnostic tool in various medical settings, yet its instruction in medical education is inconsistent. The Rapid Ultrasound for Shock and Hypotension (RUSH) protocol is a comprehensive diagnostic tool, but its complexity poses challe...
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| Format: | Article |
| Language: | English |
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BMC
2024-04-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-024-05331-3 |
| _version_ | 1797219757574848512 |
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| author | Lukas Martin Müller-Wirtz William M. Patterson Sascha Ott Annika Brauchle Andreas Meiser Thomas Volk Ulrich Berwanger David Conrad |
| author_facet | Lukas Martin Müller-Wirtz William M. Patterson Sascha Ott Annika Brauchle Andreas Meiser Thomas Volk Ulrich Berwanger David Conrad |
| author_sort | Lukas Martin Müller-Wirtz |
| collection | DOAJ |
| description | Abstract Background Point-of-care ultrasound (POCUS) is a critical diagnostic tool in various medical settings, yet its instruction in medical education is inconsistent. The Rapid Ultrasound for Shock and Hypotension (RUSH) protocol is a comprehensive diagnostic tool, but its complexity poses challenges for teaching and learning. This study evaluates the effectiveness of a single-day training in RUSH for medical students by assessing their performance in clinical scenarios. Methods In this prospective single-center observational proof-of-concept study, 16 medical students from Saarland University Medical Center underwent a single-day training in RUSH, followed by evaluations in clinical settings and on a high-fidelity simulator. Performance was assessed using a standardized scoring tool and time to complete the RUSH exam. Knowledge gain was measured with pre- and post-training written exams, and diagnostic performance was evaluated with an objective structured clinical examination (OSCE). Results Students demonstrated high performance in RUSH exam views across patients (median performance: 85–87%) and improved scanning times, although not statistically significant. They performed better on simulators than on live patients. Written exam scores significantly improved post-training, suggesting a gain in theoretical knowledge. However, more than a third of students could not complete the RUSH exam within five minutes on live patients. Conclusions Single-day RUSH training improved medical students’ theoretical knowledge and simulator performance but translating these skills to clinical settings proved challenging. The findings suggest that while short-term training can be beneficial, it may not suffice for clinical proficiency. This study underscores the need for structured and possibly longitudinal training programs to ensure skill retention and clinical applicability. |
| first_indexed | 2024-04-24T12:38:43Z |
| format | Article |
| id | doaj.art-c086c82435fc46c88bb03d0549aa1b98 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-24T12:38:43Z |
| publishDate | 2024-04-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-c086c82435fc46c88bb03d0549aa1b982024-04-07T11:21:54ZengBMCBMC Medical Education1472-69202024-04-012411910.1186/s12909-024-05331-3Teaching Medical Students Rapid Ultrasound for shock and hypotension (RUSH): learning outcomes and clinical performance in a proof-of-concept studyLukas Martin Müller-Wirtz0William M. Patterson1Sascha Ott2Annika Brauchle3Andreas Meiser4Thomas Volk5Ulrich Berwanger6David Conrad7Saarland University, AnaesthesiologyOutcomes Research Consortium, Department of Anesthesiology, Cleveland ClinicOutcomes Research Consortium, Department of Anesthesiology, Cleveland ClinicSaarland University, AnaesthesiologySaarland University, AnaesthesiologySaarland University, AnaesthesiologySaarland University, AnaesthesiologySaarland University, AnaesthesiologyAbstract Background Point-of-care ultrasound (POCUS) is a critical diagnostic tool in various medical settings, yet its instruction in medical education is inconsistent. The Rapid Ultrasound for Shock and Hypotension (RUSH) protocol is a comprehensive diagnostic tool, but its complexity poses challenges for teaching and learning. This study evaluates the effectiveness of a single-day training in RUSH for medical students by assessing their performance in clinical scenarios. Methods In this prospective single-center observational proof-of-concept study, 16 medical students from Saarland University Medical Center underwent a single-day training in RUSH, followed by evaluations in clinical settings and on a high-fidelity simulator. Performance was assessed using a standardized scoring tool and time to complete the RUSH exam. Knowledge gain was measured with pre- and post-training written exams, and diagnostic performance was evaluated with an objective structured clinical examination (OSCE). Results Students demonstrated high performance in RUSH exam views across patients (median performance: 85–87%) and improved scanning times, although not statistically significant. They performed better on simulators than on live patients. Written exam scores significantly improved post-training, suggesting a gain in theoretical knowledge. However, more than a third of students could not complete the RUSH exam within five minutes on live patients. Conclusions Single-day RUSH training improved medical students’ theoretical knowledge and simulator performance but translating these skills to clinical settings proved challenging. The findings suggest that while short-term training can be beneficial, it may not suffice for clinical proficiency. This study underscores the need for structured and possibly longitudinal training programs to ensure skill retention and clinical applicability.https://doi.org/10.1186/s12909-024-05331-3Medical educationUltrasonographyEmergency medicineCritical carePOCUSRUSH |
| spellingShingle | Lukas Martin Müller-Wirtz William M. Patterson Sascha Ott Annika Brauchle Andreas Meiser Thomas Volk Ulrich Berwanger David Conrad Teaching Medical Students Rapid Ultrasound for shock and hypotension (RUSH): learning outcomes and clinical performance in a proof-of-concept study BMC Medical Education Medical education Ultrasonography Emergency medicine Critical care POCUS RUSH |
| title | Teaching Medical Students Rapid Ultrasound for shock and hypotension (RUSH): learning outcomes and clinical performance in a proof-of-concept study |
| title_full | Teaching Medical Students Rapid Ultrasound for shock and hypotension (RUSH): learning outcomes and clinical performance in a proof-of-concept study |
| title_fullStr | Teaching Medical Students Rapid Ultrasound for shock and hypotension (RUSH): learning outcomes and clinical performance in a proof-of-concept study |
| title_full_unstemmed | Teaching Medical Students Rapid Ultrasound for shock and hypotension (RUSH): learning outcomes and clinical performance in a proof-of-concept study |
| title_short | Teaching Medical Students Rapid Ultrasound for shock and hypotension (RUSH): learning outcomes and clinical performance in a proof-of-concept study |
| title_sort | teaching medical students rapid ultrasound for shock and hypotension rush learning outcomes and clinical performance in a proof of concept study |
| topic | Medical education Ultrasonography Emergency medicine Critical care POCUS RUSH |
| url | https://doi.org/10.1186/s12909-024-05331-3 |
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