Skill retention with ultrasound curricula

Implementation of a point of care ultrasound curricula is valuable, but optimal integration for internal medicine residency is unclear. The purpose of this study was to evaluate if a structured ultrasound curriculum vs. structured ultrasound curriculum plus supervised thoracic ultrasounds would impr...

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Bibliographic Details
Published in:PloS one 2020-12, Vol.15 (12), p.e0243086-e0243086
Main Authors: Matthews, Lawrence, Contino, Krysta, Nussbaum, Charlotte, Hunter, Krystal, Schorr, Christa, Puri, Nitin
Format: Article
Language:English
Subjects:
Adult
Biology and Life Sciences
Clinical Competence
Core curriculum
Critical care
Curricula
Curriculum
Diagnostic ultrasonography
Education, Medical, Graduate - methods
Evaluation
Female
Humans
Internal medicine
Internal Medicine - education
Internship and Residency
Male
Medical personnel
Medicine
Medicine and Health Sciences
People and Places
Point-of-Care Systems
Public speaking
Randomization
Research and Analysis Methods
Retention
Skills
Social Sciences
Statistical analysis
Study and teaching
Thorax
Thorax - diagnostic imaging
Time Factors
Ultrasonic imaging
Ultrasonography
Ultrasound
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Summary:Implementation of a point of care ultrasound curricula is valuable, but optimal integration for internal medicine residency is unclear. The purpose of this study was to evaluate if a structured ultrasound curriculum vs. structured ultrasound curriculum plus supervised thoracic ultrasounds would improve internal medicine residents' skill and retention 6 and 12 months from baseline. We conducted a randomized controlled study evaluating internal medical residents' skill retention of thoracic ultrasound using a structured curriculum (control, n = 14) vs. structured curriculum plus 20 supervised bedside thoracic ultrasounds (intervention, n = 14). We used a stratified randomization based on program year. All subjects attended a half-day course that included 5 lectures and hands-on sessions at baseline. Assessments included written and practical exams at baseline, immediately post-course and at 6 and 12 months. Scores are reported as a percentage for the number of correct responses/number of questions (range 0-100%). The Mann Whitney U and the Friedman tests were used for analyses. Twenty-eight residents were enrolled. Two subjects withdrew prior to the 6-month exams. Written exam scores for all subjects improved, baseline median (IQR) 60 (46.47 to 66.67) post-course 80 (65 to 86.67), 6-month 80 (66.67 to 86.67) and 12-month 86.67 (80 to 88.34), p =
ISSN:1932-6203
1932-6203
DOI:10.1371/journal.pone.0243086