Point-of-care Ultrasound Skills Research Articles

Enhanced point of care ultrasound skills after additional instruction from simulated patients.

Point of Care Ultrasound (POCUS) training in Canadian undergraduate medical programs is steadily increasing. To date, the simulated patients (SPs) in our program have only provided feedback on comfort and professionalism. Involving the POCUS SPs as teachers (SP-teachers) of POCUS skills provides an additional opportunity for instruction. In this pilot study, we explored the impact of SP-teachers instructing medical trainees while they learned POCUS. Outcomes of interest included the level of proficiency achieved after the session and trainee satisfaction with the learning experience. Second year medical students were randomized into a conventional or SP-teacher learning experience. Both groups received the same video tutorial, instructor guidance, and basic SP feedback (comfort and professionalism). The SP-teaching group received additional instruction (landmarks, transducer technique, and troubleshooting) from the SP-teachers when session instructors were assisting others. Students evaluated the session and were subsequently assessed through direct observation. Students that received SP-teaching scored significantly higher in both image acquisition (p = 0.029, d = 1.26) and overall entrustment (p = 0.002, d =1.75). Both groups rated their sessions highly. Students that received SP-teaching were observed to better acquire images and achieved higher entrustment scores. In this pilot study, SP-teachers had a positive effect on acquisition of POCUS skills.

Insights into an innovative point of care ultrasound curriculum for Ontario primary maternity care providers

Point of care ultrasound (POCUS) has increasingly been used by midwives worldwide. In 2018, the scope of midwifery care in Ontario was expanded to include POCUS to allow practitioners to provide more comprehensive care. In response to the scope expansion, a new continuing POCUS education course was created in collaboration with faculty and clinicians from obstetrics, midwifery, and medical radiation sciences. The continuing education sonography course focused on fostering the knowledge, skills and judgment Ontario midwives required to safely perform these new POCUS skills. The course included online modules, a two-day hands-on bootcamp workshop, and a clinical practicum under the supervision of a sonographer to confirm competency across the three trimesters of pregnancy. The first cohort of 17 learners completed the course in Fall 2019, the new curriculum was well received by learners for its many benefits into learning and applying bedside sonography to clinical care. This paper outlines our process for POCUS curriculum development and implementation in pregnancy care. This POCUS continuing education course should continue to be offered in the future to give more practitioners the ability to perform point of care pregnancy scans.

Point-of-Care Ultrasound Curriculum for Internal Medicine Residents During the COVID-19 Era: A Pilot Study.

Introduction: The use of point-of-care ultrasound (POCUS) by internal medicine physicians and residents is increasing. We present the results of a pilot study to implement a POCUS curriculum that was interrupted by the Coronavirus Disease 2019 (COVID-19) pandemic at an internal medicine residency program at a community hospital. The purpose of this study is to inquire about the attitude and interest of our medical residents in POCUS. Additionally, we also plan to examine whether a curriculum that lacks some practical aspects due to COVID-19 restrictions can still improve the residents’ confidence in recognizing common POCUS applications and improve image interpretation skills.Methods: We conducted a prospective, pre-, and post-curriculum pilot study to examine the POCUS skills of categorical internal medicine residents in Post-Graduate Years (PGY) 1 through 3 at a community hospital. The two POCUS-related skills examined were self-reported confidence level in recognizing certain POCUS examination findings and POCUS image interpretation skills. Due to social distancing guidelines, we were unable to host hands-on sessions as originally planned, but residents did receive lectures via Zoom regarding POCUS training and also organ-specific diagnoses. Three primary outcomes were measured: (1) baseline difference in confidence level between interns (PGY-1) and senior residents (PGY-2 and 3) at the beginning of the curriculum, (2) improvement in POCUS confidence level before and after the curriculum considering interns and senior residents all together and also separately, and (3) improvement in image interpretation skills before and after the curriculum.Results: Of 41 residents, 23 participants completed the pre- and post-curriculum test. Of the 23 participants, 12 participants were interns, and 11 were senior residents. Overall, interns showed a statistically significant improvement in the confidence level in almost all diagnoses except pulmonary embolism (p = 0.084). For image interpretation tests, significant improvement was found only in recognizing the two signs of pneumothorax: pleural line absent sliding (X2 = 4.00, p < 0.05) and the barcode sign (X2 = 6.13, p < 0.05). The pre-curriculum confidence level questionnaire included a question about residents’ interest in learning POCUS during residency. It showed that the vast majority of residents (21 residents [91%]) are either extremely or mostly interested in POCUS. Most of our residents (18 [78%]) did not have formal exposure to POCUS during medical school.Conclusion: A POCUS curriculum that lacks hands-on workshops and longitudinal image saving and reviewing due to the COVID-19 pandemic restrictions did not improve the residents’ image interpretation skills, although the confidence levels of the interns statistically improved. After the pandemic, we plan to implement the full curriculum and examine whether it will improve the residents' image acquisition and interpretation skills.

Development of a multisystem point of care ultrasound skills assessment checklist

BackgroundMany institutions are training clinicians in point-of-care ultrasound (POCUS), but few POCUS skills checklists have been developed and validated. We developed a consensus-based multispecialty POCUS skills checklist with anchoring references for basic cardiac, lung, abdominal, and vascular ultrasound, and peripheral intravenous line (PIV) insertion.MethodsA POCUS expert panel of 14 physicians specializing in emergency, critical care, and internal/hospital medicine participated in a modified-Delphi approach to develop a basic POCUS skills checklist by group consensus. Three rounds of voting were conducted, and consensus was defined by ≥ 80% agreement. Items achieving < 80% consensus were discussed and considered for up to two additional rounds of voting.ResultsThirteen POCUS experts (93%) completed all three rounds of voting. Cardiac, lung, abdominal, and vascular ultrasound checklists included probe location and control, basic machine setup, image quality and optimization, and identification of anatomical structures. PIV insertion included additional items for needle tip tracking. During the first round of voting, 136 (82%) items achieved consensus, and after revision and revoting, an additional 21 items achieved consensus. A total of 153 (92%) items were included in the final checklist.ConclusionsWe have developed a consensus-based, multispecialty POCUS checklist to evaluate skills in image acquisition and anatomy identification for basic cardiac, lung, abdominal, and vascular ultrasound, and PIV insertion.

Point-of-Care Ultrasound for Physicians in Practice - A Training Model for Specialty Specific and Clinically Relevant Skill Development.

Point-of-care Ultrasound (POCUS) skills are required competencies for emergency medicine and paediatric emergency medicine training [1,2,3,4]. Over time, more specialties will require these skills of their graduates. Experienced physicians who completed their training before POCUS requirements may ask: How can I gain POCUS skills training and competency? In this perspective piece we describe in-person and asynchronous training programs available to these clinicians in practice. We highlight these programs due to their person-centred design: they maximise the needs of the learner, provide personalised education, and expose them to respected and established POCUS faculty and training centers.

Point-of-care ultrasound training for respiratory therapists: A scoping review

IntroductionPoint-of-care ultrasound (POCUS), although commonly used in clinical practice, is not currently included in training programs for respiratory therapists (RTs). In fact, given its ubiquity and clinical utility, RTs in Ontario, Canada, are changing their mandate to incorporate POCUS into their daily patient assessment. Therefore, we conducted a scoping review of the literature, aiming to describe the current evidence of POCUS training and methods of curriculum delivery for RTs to inform an evidence-based program design.MethodWe systematically searched MEDLINE, EMBASE, CINAHL, and Web of Science from inception to 8 July 2020. We included all studies reporting on RT training in POCUS. Documents included English language, full-text reports of all study designs. Title and abstract screening, full-text review, and data abstraction were done independently and in duplicate.ResultsSeven studies met our inclusion criteria, including four full texts and three abstracts; all were prospective and single-center studies, except one multicenter study. Reports were from nine different countries. Studies described cardiac, lung, and procedural ultrasonography use. The majority used a combination of educational methods; didactic talks, hands-on sessions, and practical assessments being the most common methods. There was a median of 11 participants enrolled in a training session. The instructors were physicians from various specialties such as critical care, pulmonology, and radiology.ConclusionsThis scoping review identified seven papers that explored different methods of a POCUS curriculum delivery for RTs. From the interventions outlined, teaching POCUS skills to RTs seems feasible. However, further work needs to be done to solidify a POCUS curriculum specific to RTs and examine the impact on patient-related outcomes.

Comparison of Clerkship Directors' Expectations of Physical Examination Skills with Point-of-care Ultrasound Skills Using the RIME Framework.

Background: The expectations of point-of-care ultrasound (PoCUS) in undergraduate clerkship at the University of Ottawa has not been described. We compared clerkship directors' expectations of physical examination skills with PoCUS skills, before and after completing the clerkship rotation. Methods: A pilot-tested, expert developed, bilingual on-line survey consisting of 15 questions was sent to all clerkship directors (23) in December 2019. The survey included questions regarding the expectations of medical students with respect to physical examination and PoCUS using the RIME Framework: none, reporter, interpreter, manager, educator. Results: The response rate was 60.9% (14/23). With regards to physical exam skills, 82.8% of directors had no expectations or expected students to be reporters when starting clerkship. At graduation, 77.5% of directors expected students to be interpreters, managers, or educators. For PoCUS, 100.0% of directors had no expectations or expected students to be reporters when starting clerkship. At clerkship completion, 33.0% of directors felt that students should be interpreters or managers for PoCUS skills. Conclusions: Clerkship directors have low expectations of PoCUS skills for entering and graduating clerks when compared with their physical examination skills despite formal pre-clerkship PoCUS objectives. Enhanced communication and targeted education of directors could improve the PoCUS curriculum.

ENHANCING CARDIO-PULMONARY IMAGING ACCESS TO A FIRST NATIONS CARE SETTING USING POINT-OF-CARE ULTRASOUND AND REMOTE LIVE-STREAMING

BACKGROUND Point-of-care ultrasound (POCUS) has revolutionized the clinical examination by providing the ability to accurately assess the heart and lungs at the bedside. It is recommended by the American Society of Echocardiography (ASE) as the first-line imaging tool for patients with suspected COVID-19 and cardiopulmonary symptoms. However, physicians practicing in remote or low-resource settings often do not have access to training opportunities. These challenges have been exacerbated by the pandemic. Live-streaming technology offers a novel opportunity to reach physicians that otherwise would be precluded from these opportunities. Our objective was to implement a fully virtual, live-streamed ultrasound teaching and tele-consultation service for non-conventional users of cardiopulmonary ultrasound in an underserviced care setting. METHODS AND RESULTS Physicians with no prior POCUS training at the Kingston Health Sciences Centre and the Weeneebayko General Hospital in Moose Factory, Ontario, were recruited to participate in a 3-week virtual POCUS training program (Fig. 1). All learners completed three e-learning modules based on the ASE COVID-19 POCUS protocol for COVID-19 and participated in a live-streamed virtual workshop led by expert educators. They then received 6-10 individualized, live-streamed tele-POCUS mentorship sessions using novel technology (Philips Lumify ultrasound and audio/video streams via Reacts software), and were evaluated through expert-assessed virtual tests. The primary outcome used to assess learner competence and knowledge retention was the average change in pre- and post-training test scores. All testing components were scored on a 5-point Likert scale. 16 physicians have been enrolled to date, including five family physicians in Moose Factory. In total, 82 tele-POCUS mentorship sessions have been conducted and 9 participants have completed the program. The average improvement between pre- and post-tests among participants who have finished was statistically significant for both cardiac (Average Likert score improved 2.5 to 4.1, p < 0.001) and lung ultrasound (Average Likert score improved 3.1 to 4.3, p < 0.001) components. All novice, remote users demonstrated improvement in device operation, image optimization, and acquisition following the training program despite no face-to-face contact with instructors. CONCLUSION Introductory POCUS skills can be taught to remote users using an entirely virtual, live-streamed format. We have demonstrated that this technology can be used to train physicians regardless of location, and offers a novel method for distributing POCUS skills to remote and low resource settings in Canada. Point-of-care ultrasound (POCUS) has revolutionized the clinical examination by providing the ability to accurately assess the heart and lungs at the bedside. It is recommended by the American Society of Echocardiography (ASE) as the first-line imaging tool for patients with suspected COVID-19 and cardiopulmonary symptoms. However, physicians practicing in remote or low-resource settings often do not have access to training opportunities. These challenges have been exacerbated by the pandemic. Live-streaming technology offers a novel opportunity to reach physicians that otherwise would be precluded from these opportunities. Our objective was to implement a fully virtual, live-streamed ultrasound teaching and tele-consultation service for non-conventional users of cardiopulmonary ultrasound in an underserviced care setting. Physicians with no prior POCUS training at the Kingston Health Sciences Centre and the Weeneebayko General Hospital in Moose Factory, Ontario, were recruited to participate in a 3-week virtual POCUS training program (Fig. 1). All learners completed three e-learning modules based on the ASE COVID-19 POCUS protocol for COVID-19 and participated in a live-streamed virtual workshop led by expert educators. They then received 6-10 individualized, live-streamed tele-POCUS mentorship sessions using novel technology (Philips Lumify ultrasound and audio/video streams via Reacts software), and were evaluated through expert-assessed virtual tests. The primary outcome used to assess learner competence and knowledge retention was the average change in pre- and post-training test scores. All testing components were scored on a 5-point Likert scale. 16 physicians have been enrolled to date, including five family physicians in Moose Factory. In total, 82 tele-POCUS mentorship sessions have been conducted and 9 participants have completed the program. The average improvement between pre- and post-tests among participants who have finished was statistically significant for both cardiac (Average Likert score improved 2.5 to 4.1, p < 0.001) and lung ultrasound (Average Likert score improved 3.1 to 4.3, p < 0.001) components. All novice, remote users demonstrated improvement in device operation, image optimization, and acquisition following the training program despite no face-to-face contact with instructors. Introductory POCUS skills can be taught to remote users using an entirely virtual, live-streamed format. We have demonstrated that this technology can be used to train physicians regardless of location, and offers a novel method for distributing POCUS skills to remote and low resource settings in Canada.

Design of a point-of-care ultrasound curriculum for pediatric emergency medicine fellows: A Delphi study.

There has been a steady increase in the growth and utilization of point-of-care ultrasound (POCUS) in pediatric emergency medicine (PEM). POCUS has been established as an Accreditation Council for Graduate Medical Education (ACGME) core requirement for accreditation of PEM fellowship programs. Despite this requirement, training guidelines regarding POCUS knowledge and skills have yet to be developed. The purpose of this project was to develop a curriculum and a competency checklist for PEM fellow POCUS education. We formed a core leadership group based on expertise in one or more key areas: PEM, POCUS, curriculum development, or Delphi methods. We recruited 29 PEM POCUS or ultrasound education experts from North America to participate in a three-round electronic Delphi project. The first Delphi round asked experts to generate a list of the core POCUS knowledge and skills that a PEM fellow would need during training to function as an autonomous practitioner. Subsequent rounds prioritized the list of knowledge and skills, and the core leadership group organized knowledge and skills into global competencies and subcompetencies. The first Delphi round yielded 61 POCUS areas of knowledge and skills considered important for PEM fellow learning. After two subsequent Delphi rounds, the list of POCUS knowledge and skills was narrowed to 38 items that addressed elements of six global competencies. The core leadership group then revised items into subcompetencies and categorized them under global competencies, developing a curriculum that defined the scope (depth of content) and sequence (order of teaching) of these POCUS knowledge and skill items. This expert, consensus-generated POCUS curriculum provides detailed guidance for PEM fellowships to incorporate POCUS education into their programs. Our curriculum also identifies core ultrasound knowledge and skills needed by PEM fellows to perform the specific POCUS applications recommended in prior publications.

Assessment of Competency of Point-of-Care Ultrasound in Emergency Medicine Residents during Ultrasound Rotation at the Emergency Department

BACKGROUND: Point-of-care ultrasound (POCUS) is the core competency in the Emergency Medicine (EM) residency training. However, there are many methods that can be used to evaluate this competency, and the best practices for teaching ultrasonography to residents have yet to be determined. AIM: The researchers aimed at evaluating the POCUS knowledge and skills of the EM residents after having participated in the POCUS training during their first ultrasound rotation in the Emergency Department. METHODS: A curriculum was developed in the form of a 2-week rotation in the EM residency program at the Department of EM at Khon Kaen University’s Srinagarind Hospital. It consisted of didactic lectures, bedside ultrasound trainings, the journal club, and the process of reviewing the images. Tools were developed, which included a knowledge exam. For each resident, the assessments were administered before and after the rotation. Furthermore, an ultrasound skills test was developed to be used at the end of the 1st year EM residency program. RESULTS: Nine EM residents completed their rotations and the tests. The average pre-training score and post-training scores were 5.25 ± 1.03 and 8.50 ± 1.20, respectively. The mean difference score between pre- and post-test was 3.25 ± 1.28. (95% CI −4.321, −2.178). In terms of the ultrasound skills test, the average total score was 26.13 out of 30 (87.1%). Moreover, the residents had higher scores in the aspects of image acquisition (87.5%) and image interpretation (87.5%). However, for the aspect of clinical decision-making, the average score was 75%. The survey questions indicated that with respect to all of the academic activities, the “Bedside ultrasound,” which had encouraged the residents to learn POCUS, was given the highest score (4.75 of 5). CONCLUSIONS: The 2-week ED ultrasound rotation had improved the residents’ EM ultrasound knowledge and skills.

Integration of Point-of-Care Ultrasound Education Into the Internal Medicine Core Clerkship Experience.

Point-of-care ultrasound (POCUS) is becoming an essential skill for internists. To date, there are no professional guidelines for how POCUS skills should be taught to medical students. A panel of POCUS experts from seven academic medical centers in the United States was convened to describe the components of independently developed IM clerkship POCUS training programs, identify areas of similarity and difference, and propose recommendations for alignment.

The P2Network-Advancing Pediatric Emergency Care With Point-of-Care Ultrasound.

Over the last 2 decades, the use of point-of-care ultrasound (POCUS) in pediatric emergency medicine (PEM) has grown exponentially. In 2014, a group of PEM POCUS leaders met and formed the P2Network. The P2Network provides a platform to build collaborative relationships and share expertise among members from various countries and practice settings. It works with educators and researchers within and outside of the field to advance POCUS practice in PEM. As an organization, the P2Network promotes the evidence-based application of POCUS to facilitate and improve care in the PEM setting and addresses issues related to integration of the PEM POCUS practitioner in this nascent field. The P2Network is building and augmenting its infrastructure for PEM POCUS research and education and has already made some progress in the areas, with published manuscripts and ongoing clinical research studies under its sponsorship. Future goals include developing a PEM POCUS research agenda, formalizing teaching and assessment of PEM POCUS skills, and implementing multicenter research studies on potentially high impact applications.

Integration of Lung Point-of-care Ultrasound into Clinical Decision Making for Medical Students in Simulated Cases.

BackgroundPoint-of-care ultrasound (POCUS) has an emerging presence in medical student education; however, there is limited evidence that this translates into appropriate clinical care. We aimed to evaluate the ability of medical students to integrate newly obtained POCUS knowledge into simulated clinical cases.MethodsWe conducted an observational study of medical students participating in a mandatory rotation during their clinical years. Students in small groups underwent formalized lung POCUS lectures and hands-on training. Students participated in simulated “dyspnea” cases focused on either congestive heart failure (CHF) or chronic obstructive pulmonary disease (COPD). They were observed for critical actions including elements related to medical decision-making and ultrasound use and interpretation. Ultrasound-specific written knowledge was gauged with a short assessment after the first lecture and at week 4.ResultsA total of 62 students participated and were observed during simulations. All groups correctly identified and treated CHF in the simulated case. Most groups (7 out of 9) attempted to use ultrasound in the CHF case; five groups correctly recognized B-lines; and four groups correctly interpreted B-lines as pulmonary edema. No groups used ultrasound in the COPD case.ConclusionMost students attempted to use ultrasound during simulated CHF cases after a brief didactic intervention; however, many students struggled with clinical application. Interestingly, no students recognized the need to apply ultrasound for diagnosis and management of COPD. Future studies are needed to better understand how to optimize teaching for medical students to improve translation into POCUS skills and improved clinical practice.

Barriers to point-of-care ultrasound utilization during cardiac arrest in the emergency department: a regional survey of emergency physicians.

Though point-of-care ultrasound (POCUS) is recognized as a useful diagnostic and prognostic intervention during cardiac arrest (CA), critics advise caution. The purpose of this survey study was to determine the barriers to POCUS during CA in the Emergency Department (ED). Two survey instruments were distributed to emergency medicine (EM) attending and resident physicians at three academic centers in the South Florida. The surveys assessed demographics, experience, proficiency, attitudes and barriers. Descriptive and inferential statistics along with Item Response Theory Logistic Model and the Friedman Test with Wilcoxon Signed Rank tests were used to profile responses and rank barriers. 206 EM physicians were invited to participate in the survey, and 187 (91%) responded. 59% of attending physicians and 47% of resident physicians reported that POCUS is performed in all their cases of CA. 5% of attending physicians and 0% of resident physicians reported never performing POCUS during CA. The top-ranked departmental barrier for attending physicians was "No structured curriculum to educate physicians on POCUS." The top-ranked personal barriers were "I do not feel comfortable with my POCUS skills" and "I do not have sufficient time to dedicate to learning POCUS." The top-ranked barriers for resident physicians were "Time to retrieve and operate the machine" and "Chaotic milieu." While our study demonstrates that most attending and resident physicians utilize POCUS in CA, barriers to high-quality implementation exist. Top attending physician barriers relate to POCUS education, while the top resident physician barriers relate to logistics and the machines. Interventions to overcome these barriers might lead to optimization of POCUS performance during CA in the ED.

Point-of-Care Ultrasound for Pediatric Endotracheal Tube Placement Confirmation by Advanced Practice Transport Nurses

ObjectiveThis study aimed to identify which point-of-care ultrasound (POCUS) techniques and sonographic signs were reliably acquired and interpreted by transport nurses for the confirmation of endotracheal tube placement in children. MethodsWe developed and assessed a multimodal POCUS training curriculum for transport nurses that evaluated 5 sonographic signs using 3 scanning techniques. ResultsTwenty-one transport nurses were enrolled in the curriculum. The mean scores (95% confidence interval [CI]) of the knowledge test were 82% (95% CI, 63%-93%), 88% (95% CI, 68%-95%), and 74% (95% CI, 53%-87%) for tracheal, lung, and hemidiaphragmatic scans, respectively. For the simulation image evaluation, 94% (95% CI, 77%-99%) of tracheal scan images, 97% (95% CI, 81%-99%) of lung scan images, and 88% (95% CI, 69%-96%) of hemidiaphragmatic scan images were determined clinically useful. For the pediatric intensive care unit image evaluation, 100% (95% CI, 86%-100%) of tracheal scan images, 100% (95% CI, 86%-100%) of lung scan images, and 79% (95% CI, 59%-91%) of hemidiaphragmatic scan images were determined clinically useful. A tracheal dilation sign was rarely captured by POCUS. ConclusionTransport nurses can acquire POCUS skills to confirm endotracheal tube placement in children. A combination of a double trachea sign, a lung sliding sign, and a lung pulse sign could be a feasible POCUS approach.

The Master Clinician's Elective: Integrating Evidence-Based Physical Examination and Point of Care Ultrasonography in Modern Clinical Medicine.

Background: Many internal medicine residency programs have incorporated ultrasonography into their curriculum; however, its integration with physical examination skills teaching at a graduate medical level is scarce. The program's aim is to create a reproducible elective that combines physical exam and bedside ultrasound as a method for augmenting residents' knowledge and competence in these techniques with the ultimate goal of improving patient care. Methods: We designed and implemented a two-week elective rotation for senior internal medicine residents, combining evidence-based physical examination with diagnostic bedside ultrasonography. The rotation took place in an inpatient setting at Denver Health Hospital. Program evaluation data was collected data between February 2016 to March 2019. IRB approval was waived. Results: Since its inception in 2016, 19 residents completed the rotation. Residents performed a pre-test and a post-test under direct observation by course faculty. Each resident was measured on the ability to perform pre-determined physical exam and point-of-care ultrasound (POCUS) skills. In the pre-test, participants correctly performed an average of 40% of expected physical exam maneuvers and 32% of expected POCUS skills. At elective conclusion, all participants were effectively able to demonstrate the highest yield physical exam and ultrasound maneuvers. Discussion and Conclusion: An elective designed specifically to integrate POCUS and physical exam modalities improves the ability of resident physicians to utilize both diagnostic modalities.

POCUS or no POCUS

The use of point-of-care ultrasound (POCUS) in the perioperative setting by the anesthesiologists has now become a new demand. It has been proven to improve the patient outcome and to guide clinical management in critical situations. The anesthesiologists are still struggling to obtain POCUS skills and become POCUS competent. In Canada, many institutions have started to integrate POCUS into their anesthesiology training programs to build up a new generation of POCUS trained anesthesiologists.

Teaching vs learning: Impact of deliberate practice and formative feedback on developing point of care ultrasound skills.

The study investigators hypothesized that Point of Care Ultrasound (POCUS) training through bolus didactic and workshop experiences may be sufficient for trainees to learn the cognitive aspects, while an extended period of exposure with formative feedback is responsible for developing the psychomotor skills critical for POCUS. The investigators studied trainees over the course of an academic year. They compared trainees' performance on written (cognitive) and observed image acquisition (psychomotor) exams at baseline and at each subsequent quarter, using a stepped-wedge design. They performed linear regression analysis to determine which variables contributed to knowledge and psychomotor skill development. Twenty-six trainees met the study requirements and participated in the POCUS curriculum. Participating in a POCUS rotation was consistently associated with an increase in psychomotor scores. There was no consistent variable to predict an increase in trainee's score on written knowledge assessments. Extended exposure to POCUS over a 4-week rotation with direct and indirect formative feedback can explain difference in scores on psychomotor skills assessments. Trainees scored similarly on the written assessment with or without a POCUS rotation. Training through didactic and workshop experiences may be sufficient to learn the cognitive aspects, but not psychomotor skills required for POCUS.

Perioperative Point-of-Care Ultrasound and Transesophageal Echocardiography in Resource- Limited Settings—A Focus on Nepal and Bangladesh

The use of point-of-care ultrasound (POCUS) and transesophageal echocardiography (TEE) in the perioperative and critical care setting is increasing worldwide. This increase has been driven by increasing educational opportunities and technologic advances. Nepal and Bangladesh are resource-limited countries where concerted efforts have been made to increase training in POCUS or TEE in the perioperative and critical care settings. This paper's focus is to present the current state of use and international efforts to improve education and skills in perioperative POCUS and TEE in Nepal and Bangladesh. The authors also examine the challenges to improving and expanding ultrasound use in the perioperative environment in resource- limited environments in general, using the Nepalese and Bangladeshi experiences as case studies. The authors have held multiple short courses in POCUS or TEE in Nepal and Bangladesh over the past several years. The authors found a high level of interest in learning POCUS and TEE skills among participants. They encountered challenges with maintaining continuing education and quality assurance for participants after the courses. They also identified barriers to incorporating ultrasound into daily practice in local hospitals. An increasing prevalence of cardiovascular disease will increase the need for diagnostic strategies for patients worldwide, including the use of POCUS and TEE, to manage patients in the perioperative and critical care settings. The courses held in Nepal and Bangladesh may serve as models to expand educational opportunities in POCUS and perioperative TEE in resource-limited settings.

Point of care ultrasound (POCUS) in Canadian neonatal intensive care units (NICUs): where are we?

Despite increased evidence that point-of-care ultrasound (POCUS) has the potential to improve patient care in many clinical areas, the extent of use and training in POCUS in Canadian neonatal intensive care units (NICUs) has not been described in the literature. In this study, we aimed to explore the extent to which POCUS is being used and the need for a formal curriculum with defined POCUS competencies in the field of Neonatal-Perinatal Medicine (NPM). We sent a cross-sectional electronic survey to all NPM program directors and fellows in Canada. All 13 Canadian NPM programs were invited to participate. Data were analyzed using descriptive statistics and qualitative content analysis. The response rate was 69% (n = 9) from program directors (PDs) and 29% (n = 25) from NPM fellows. Most respondents indicated regular use of POCUS in clinical practice and ready access to a portable ultrasound machine. The most common use for POCUS was targeted assessment of patent ductus arteriosus (PDA) and persistent pulmonary hypertension (PPHN). Only six PDs reported that POCUS skills are taught to trainees in their centers and only two PDs reported that a structured program existed. Barriers to POCUS structured training include a lack of trained personnel as well as insufficient time in the busy NPM curriculum. POCUS is widely used in Canadian NICUs. However, a formal curriculum and assessment of competencies in this area of neonatal clinical care are lacking.