TY - JOUR
T1 - A Comparison of Online Self-Training and Standard Bedside Training in Lung Ultrasonography for Medical Students
AU - Jedwab, Roni
AU - Boas, Stefan
AU - Potashner, Dana
AU - Ostrovsky, Daniel
AU - Wacht, Oren
AU - Taragin, Benjamin Hayatt
AU - Gat, Tomer
AU - Dayan, Roy Rafael
AU - Fuchs, Lior
N1 - Publisher Copyright:
© Lippincott Williams & Wilkins.
PY - 2024/3/1
Y1 - 2024/3/1
N2 - Purpose Point-of-care ultrasonography (POCUS) is increasingly integrated into medical education. Traditionally taught at the bedside using a hands-on approach, POCUS is limited by cost, time, faculty availability, and access to POCUS resources. With the recent transition to digitalization in medical education, the authors compare lung POCUS performance and pathology identification among medical students to examine whether using an online, self-learning lung POCUS module is noninferior to traditional bedside, faculty-led lung POCUS training. Method This study assessed the performance of 51 medical students from August to October 2021 on an elearning lung POCUS course with traditional bedside training and no training. POCUS students were scored on use of a simulator to identify pathologies, ability to identify lung ultrasonographic pathological clips, and scanning technique. Results The elearning group had a significantly higher median (interquartile range [IQR]) total test score (15/18 [10.5-16] vs. 12/18 [9-13]; P =.03) and scanning technique score (5/5 [4-5] vs. 4/5 [3-4]; P =.03) compared with the standard curriculum group. The median (IQR) accuracy in the clip segment of the examination was 7.5 of 10 (4-9) in the self-learning group and 6 of 10 (4-7) in the standard curriculum group (P =.18). The median (IQR) grade on the simulator segment of the examination was 2 of 3 (2-3) in the self-learning group and 2 of 3 (1-2) in the standard curriculum group (P =.06). Conclusions This study suggests that self-directed elearning of lung POCUS is at least noninferior to bedside teaching and possibly even a superior method of learning lung POCUS. This teaching method POCUS is feasible for medical students to learn lung ultrasonography and has potential to complement or augment the traditional learning process or eliminate or lessen the requirement for bedside teaching by reaching a larger audience while minimizing costs and human resources.
AB - Purpose Point-of-care ultrasonography (POCUS) is increasingly integrated into medical education. Traditionally taught at the bedside using a hands-on approach, POCUS is limited by cost, time, faculty availability, and access to POCUS resources. With the recent transition to digitalization in medical education, the authors compare lung POCUS performance and pathology identification among medical students to examine whether using an online, self-learning lung POCUS module is noninferior to traditional bedside, faculty-led lung POCUS training. Method This study assessed the performance of 51 medical students from August to October 2021 on an elearning lung POCUS course with traditional bedside training and no training. POCUS students were scored on use of a simulator to identify pathologies, ability to identify lung ultrasonographic pathological clips, and scanning technique. Results The elearning group had a significantly higher median (interquartile range [IQR]) total test score (15/18 [10.5-16] vs. 12/18 [9-13]; P =.03) and scanning technique score (5/5 [4-5] vs. 4/5 [3-4]; P =.03) compared with the standard curriculum group. The median (IQR) accuracy in the clip segment of the examination was 7.5 of 10 (4-9) in the self-learning group and 6 of 10 (4-7) in the standard curriculum group (P =.18). The median (IQR) grade on the simulator segment of the examination was 2 of 3 (2-3) in the self-learning group and 2 of 3 (1-2) in the standard curriculum group (P =.06). Conclusions This study suggests that self-directed elearning of lung POCUS is at least noninferior to bedside teaching and possibly even a superior method of learning lung POCUS. This teaching method POCUS is feasible for medical students to learn lung ultrasonography and has potential to complement or augment the traditional learning process or eliminate or lessen the requirement for bedside teaching by reaching a larger audience while minimizing costs and human resources.
UR - http://www.scopus.com/inward/record.url?scp=85185236013&partnerID=8YFLogxK
U2 - 10.1097/ACM.0000000000005462
DO - 10.1097/ACM.0000000000005462
M3 - Article
C2 - 37801582
AN - SCOPUS:85185236013
SN - 1040-2446
VL - 99
SP - 304
EP - 309
JO - Academic Medicine
JF - Academic Medicine
IS - 3
ER -