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Sunday, February 26 • 2:45pm - 3:30pm
SUNDANCE - [Oral Presentation] 2. Efficacy of asynchronous teaching (flipped classroom) model in point-of-care ultrasound for medical students and first year emergency medicine residents: A pilot study

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3:00 PM - 3:15 PM

Efficacy of asynchronous teaching (flipped classroom) model in point-of-care ultrasound for medical students and first year emergency medicine residents: A pilot study

P. Aguilera, B. Lara, F. Vargas, D. Sanchez, Pontificia Universidad Catolica de Chile, Santiago, CHILE
M. Lee, V. Sigalov, A. Chiem, University of California, Los Angeles
Abstract Body: Introduction The use of Point of care ultrasound (POCUS) in medical education has grown during the last ten years. Ultrasound in undergraduate medical education has gained increasing popularity. One of the difficulties faced for its implementation is the time needed to teach practical skills and image acquisition by faculty members and also to translate it to clinical relevant information. We utilized a flipped classroom model to train novices in POCUS. Research Questions How effective is the flipped classroom model in teaching POCUS to medical trainees? Methods: We recruited eight volunteer emergency medicine PGY1 and seven last year medical students that completed an emergency medicine clerkship. The participants’ baseline knowledge and image acquisition skills for E-FAST ( extended focused assesment sonography in trauma), lung, IVC ( inferior vena cava) and basic cardiac ultrasound (ECHO) were evaluated by a test (written and online) consisting of 15 questions and cases and a standardized hands-on exam according to American College of Emergency Physician imaging guidelines (9 items, scored from 1 to 5, with 5 being the best score). After baseline evaluation, participants received a flipped classroom intervention consisting of 80 minutes online videos covering imaging acquisition techniques and normal/abnormal ultrasound findings recognition. Then they received a 90-minute hands-on training with ultrasound certified experts. Their performance and subjective evaluation of the intervention were assessed a week after the intervention. Data analysis was conducted using Wilcoxon matched-pair test. Results: Fifteen participants completed all pre- and post-tests. Their image acquisition skills improved from 20 to 33 points out of 45 maximum score (p<0.05). 13 of the 15 subjects improved in the knowledge assessment portion by at least one point, which did not reach statistical significance (p=0.5). Discussion Basic ECHO and E FAST POCUS teaching of medical students and EM interns is feasible. Asynchronous learning is a good mechanism to teach and learn image interpretation. Image acquisition, however, requires more hands-on training to acquire good images. The trainees seem to have good ultrasound baseline knowledge. The content coverage and difficulty level of the pre-test on knowledge may be increased to better detect trainees deficiency. This cohort will be followed to assess retention capacity 60 days after. This pilot study will serve as a baseline for future research in POCUS teaching. 

Sunday February 26, 2017 2:45pm - 3:30pm

Attendees (6)