A Longitudinal Evaluation of a Multimodal POCUS Curriculum in Pediatric Residents

Introduction: Pediatric residency programs often do not include a point of care ultrasound (POCUS) curriculum. We analyzed a novel POCUS curriculum for pediatric residents that incorporated an online question bank (QB), in addition to a traditional teaching model of didactic instruction and hands-o...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Reshma Sabnani [verfasserIn] Celia S. Willard [verfasserIn] Carolina Vega [verfasserIn] Zachary W. Binder [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	Pediatrics POCUS ultrasound curriculum paediatric POCUS

Übergeordnetes Werk:	In: POCUS Journal - CINQUILL Medical Publishers Inc., 2022, 8(2023), 1
Übergeordnetes Werk:	volume:8 ; year:2023 ; number:1

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.24908/pocus.v8i1.16209

Katalog-ID:	DOAJ089738217

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520			\|a Introduction: Pediatric residency programs often do not include a point of care ultrasound (POCUS) curriculum. We analyzed a novel POCUS curriculum for pediatric residents that incorporated an online question bank (QB), in addition to a traditional teaching model of didactic instruction and hands-on learning experience. Methods: Four high-yield POCUS topics were chosen: Focused Assessment by Sonography for Trauma (FAST), soft tissue, lung, and cardiac. Residents completed online multiple-choice quizzes before and after each of four in-person learning sessions, taught by ultrasound faculty and fellows. At the end of the academic year participants completed a knowledge retention quiz. Confidence surveys were administered to participants throughout the course of the study. Differences in means were compared by Student’s t-test. Results: Learners demonstrated post-intervention score improvement for each of the four modules. Retention testing demonstrated retained improvement for the soft tissue and cardiac modules, but not for the FAST module. Self-reported confidence increased across all four topics. Conclusion: A multimodal POCUS curriculum utilizing a combination of an online QB and in-person teaching demonstrated lasting knowledge for pediatric trainees.
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callnumber-first	R - Medicine
author	Reshma Sabnani
spellingShingle	Reshma Sabnani misc RC31-1245 misc R855-855.5 misc Pediatrics misc POCUS misc ultrasound curriculum misc paediatric POCUS misc Internal medicine misc Medical technology A Longitudinal Evaluation of a Multimodal POCUS Curriculum in Pediatric Residents
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topic_title	RC31-1245 R855-855.5 A Longitudinal Evaluation of a Multimodal POCUS Curriculum in Pediatric Residents Pediatrics POCUS ultrasound curriculum paediatric POCUS
topic	misc RC31-1245 misc R855-855.5 misc Pediatrics misc POCUS misc ultrasound curriculum misc paediatric POCUS misc Internal medicine misc Medical technology
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title	A Longitudinal Evaluation of a Multimodal POCUS Curriculum in Pediatric Residents
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title_full	A Longitudinal Evaluation of a Multimodal POCUS Curriculum in Pediatric Residents
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author_browse	Reshma Sabnani Celia S. Willard Carolina Vega Zachary W. Binder
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title_sort	longitudinal evaluation of a multimodal pocus curriculum in pediatric residents
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title_auth	A Longitudinal Evaluation of a Multimodal POCUS Curriculum in Pediatric Residents
abstract	Introduction: Pediatric residency programs often do not include a point of care ultrasound (POCUS) curriculum. We analyzed a novel POCUS curriculum for pediatric residents that incorporated an online question bank (QB), in addition to a traditional teaching model of didactic instruction and hands-on learning experience. Methods: Four high-yield POCUS topics were chosen: Focused Assessment by Sonography for Trauma (FAST), soft tissue, lung, and cardiac. Residents completed online multiple-choice quizzes before and after each of four in-person learning sessions, taught by ultrasound faculty and fellows. At the end of the academic year participants completed a knowledge retention quiz. Confidence surveys were administered to participants throughout the course of the study. Differences in means were compared by Student’s t-test. Results: Learners demonstrated post-intervention score improvement for each of the four modules. Retention testing demonstrated retained improvement for the soft tissue and cardiac modules, but not for the FAST module. Self-reported confidence increased across all four topics. Conclusion: A multimodal POCUS curriculum utilizing a combination of an online QB and in-person teaching demonstrated lasting knowledge for pediatric trainees.
abstractGer	Introduction: Pediatric residency programs often do not include a point of care ultrasound (POCUS) curriculum. We analyzed a novel POCUS curriculum for pediatric residents that incorporated an online question bank (QB), in addition to a traditional teaching model of didactic instruction and hands-on learning experience. Methods: Four high-yield POCUS topics were chosen: Focused Assessment by Sonography for Trauma (FAST), soft tissue, lung, and cardiac. Residents completed online multiple-choice quizzes before and after each of four in-person learning sessions, taught by ultrasound faculty and fellows. At the end of the academic year participants completed a knowledge retention quiz. Confidence surveys were administered to participants throughout the course of the study. Differences in means were compared by Student’s t-test. Results: Learners demonstrated post-intervention score improvement for each of the four modules. Retention testing demonstrated retained improvement for the soft tissue and cardiac modules, but not for the FAST module. Self-reported confidence increased across all four topics. Conclusion: A multimodal POCUS curriculum utilizing a combination of an online QB and in-person teaching demonstrated lasting knowledge for pediatric trainees.
abstract_unstemmed	Introduction: Pediatric residency programs often do not include a point of care ultrasound (POCUS) curriculum. We analyzed a novel POCUS curriculum for pediatric residents that incorporated an online question bank (QB), in addition to a traditional teaching model of didactic instruction and hands-on learning experience. Methods: Four high-yield POCUS topics were chosen: Focused Assessment by Sonography for Trauma (FAST), soft tissue, lung, and cardiac. Residents completed online multiple-choice quizzes before and after each of four in-person learning sessions, taught by ultrasound faculty and fellows. At the end of the academic year participants completed a knowledge retention quiz. Confidence surveys were administered to participants throughout the course of the study. Differences in means were compared by Student’s t-test. Results: Learners demonstrated post-intervention score improvement for each of the four modules. Retention testing demonstrated retained improvement for the soft tissue and cardiac modules, but not for the FAST module. Self-reported confidence increased across all four topics. Conclusion: A multimodal POCUS curriculum utilizing a combination of an online QB and in-person teaching demonstrated lasting knowledge for pediatric trainees.
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title_short	A Longitudinal Evaluation of a Multimodal POCUS Curriculum in Pediatric Residents
url	https://doi.org/10.24908/pocus.v8i1.16209 https://doaj.org/article/dd82cb5987904fe297cb34697db9e385 https://ojs.library.queensu.ca/index.php/pocus/article/view/16209 https://doaj.org/toc/2369-8543
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