Online Competency‐Based Assessment for Ultrasound Training

Abstract

Introduction Competency assessment and quality assurance are significant aspects of point-of-care ultrasound (POCUS) training for residents and medical students. However, due to the COVID-19 pandemic, alterations in programs have caused a need to develop new models of online assessments for students. While novel alterations in the curriculum have been made, clear learning outcomes and strategies must still teach the best practices. At the California University of Science and Medicine, School of Medicine (CUSM-SOM), we aim to adapt training and assessment tools that include SonoSim LiveScan experiences. Sonosim, Inc. has developed a tool that students can use remotely to mimic the clinical applications traditionally done in person. This would allow students to familiarize themselves with normal and pathologic scans remotely and hone their diagnostic abilities without requiring in-person faculty-led sessions. There have already been multiple medical schools that have added SonoSim to supplement their curriculum and assess students’ competencies. This study aims to develop an online system of reliable competency-based assessments for medical students in the teaching of POCUS. Methods After completing each ultrasound module on SonoSim LiveScan alongside the schools’ corresponding system-based courses, students will be assessed for achievement of competencies and learning outcomes. Students will take an online quiz and submit sonographic images that they obtained on their own time using provided standardized patients. The students will submit the images taken according to the guidelines mapped by the courses’ learning outcomes. Submissions will be through a secured online system. Quizzes will be graded with a predetermined grading system. Using a standardized rubric, three faculty members/instructors will assess scans for competency and quality. Results Assessment will be completed in two steps. The first step will include an assessment of medical knowledge and concepts via an online quiz. The quiz will have still images and short video clips from SonoSim LiveScan to gauge the mastery of knowledge. The second step of the assessment will include a review of the ultrasound images obtained by the student. They will complete this part of the assessment on their own, asynchronously, and within a defined period of time. Then, three faculty members will score the images independently. To maintain the quality of the assessment, all instructors must agree that the required competencies have been achieved. All major discrepancies between the instructors regarding the results and assessment will be addressed according to the predetermined guidelines. Conclusion This competency-based assessment and training identifies students’ areas of weakness and makes review and remediation easy and straightforward. Clear objectives, teaching modalities, and assessments set the foundation for a successful ultrasound program. Competency-based assessment as outlined above could be the best possible method to ensure students are involved and learning accurately during primarily remote learning times. By outlining a program that is easily implementable and accessible, ultrasound education will be made more available and widespread to medical students who would otherwise not be exposed.