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Applying a Modern Pedagogy to Emergency Residency Ultrasound Education

Background Modern technology has revolutionized pedagogy in medicine. With the availability of high-quality resources in the palm of our hands, the flipped classroom model has gained widespread support. Additionally, devices such as “clickers” allow for the ability to interact much more directly wit...

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Autores principales: Johnson, Steven E, Lakis, Dorthy, Kuxhause, Jessica, Bahl, Amit
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Cureus 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8971129/
https://www.ncbi.nlm.nih.gov/pubmed/35371890
http://dx.doi.org/10.7759/cureus.22758
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author Johnson, Steven E
Lakis, Dorthy
Kuxhause, Jessica
Bahl, Amit
author_facet Johnson, Steven E
Lakis, Dorthy
Kuxhause, Jessica
Bahl, Amit
author_sort Johnson, Steven E
collection PubMed
description Background Modern technology has revolutionized pedagogy in medicine. With the availability of high-quality resources in the palm of our hands, the flipped classroom model has gained widespread support. Additionally, devices such as “clickers” allow for the ability to interact much more directly with lecture participants. Objective We aimed to investigate the impact of a modern refresh to our emergency point of care ultrasound (POCUS) curriculum on resident exam performance and satisfaction. Methods In 2021, we conducted a single-site pre-post interventional study with Emergency residents as eligible participants. The interventions included two modifications to the POCUS curriculum. First, residents prepared and delivered mini-lectures in lieu of formal didactic sessions. Second, weekly image review was reimplemented with more active participation. Our primary outcome was end-of-rotation exam performance and our secondary outcome was learner satisfaction. Results During the study period, 19 residents participated in the curriculum. Exam scores were similar, 90.84% +/- 2.27% and 89.34% +/- 3.43% (p = 0.105) for pre and post-intervention scores respectively. Satisfaction surveys were completed by 12 of the 19 participants. On a scale of 1-5, average satisfaction was fair (3.9 to 4.1) regarding the mini-lecture intervention and high (4.3 to 4.6) for the active weekly image review modification. Conclusions The POCUS curriculum refresh was well-received by emergency medicine residents. However, there was no clear competency benefit when compared to the traditional approach. The modified active weekly review was particularly well-received amongst our residents and maybe a strong model for emergency POCUS programs across the country.
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spelling pubmed-89711292022-04-01 Applying a Modern Pedagogy to Emergency Residency Ultrasound Education Johnson, Steven E Lakis, Dorthy Kuxhause, Jessica Bahl, Amit Cureus Emergency Medicine Background Modern technology has revolutionized pedagogy in medicine. With the availability of high-quality resources in the palm of our hands, the flipped classroom model has gained widespread support. Additionally, devices such as “clickers” allow for the ability to interact much more directly with lecture participants. Objective We aimed to investigate the impact of a modern refresh to our emergency point of care ultrasound (POCUS) curriculum on resident exam performance and satisfaction. Methods In 2021, we conducted a single-site pre-post interventional study with Emergency residents as eligible participants. The interventions included two modifications to the POCUS curriculum. First, residents prepared and delivered mini-lectures in lieu of formal didactic sessions. Second, weekly image review was reimplemented with more active participation. Our primary outcome was end-of-rotation exam performance and our secondary outcome was learner satisfaction. Results During the study period, 19 residents participated in the curriculum. Exam scores were similar, 90.84% +/- 2.27% and 89.34% +/- 3.43% (p = 0.105) for pre and post-intervention scores respectively. Satisfaction surveys were completed by 12 of the 19 participants. On a scale of 1-5, average satisfaction was fair (3.9 to 4.1) regarding the mini-lecture intervention and high (4.3 to 4.6) for the active weekly image review modification. Conclusions The POCUS curriculum refresh was well-received by emergency medicine residents. However, there was no clear competency benefit when compared to the traditional approach. The modified active weekly review was particularly well-received amongst our residents and maybe a strong model for emergency POCUS programs across the country. Cureus 2022-03-01 /pmc/articles/PMC8971129/ /pubmed/35371890 http://dx.doi.org/10.7759/cureus.22758 Text en Copyright © 2022, Johnson et al. https://creativecommons.org/licenses/by/3.0/This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Emergency Medicine
Johnson, Steven E
Lakis, Dorthy
Kuxhause, Jessica
Bahl, Amit
Applying a Modern Pedagogy to Emergency Residency Ultrasound Education
title Applying a Modern Pedagogy to Emergency Residency Ultrasound Education
title_full Applying a Modern Pedagogy to Emergency Residency Ultrasound Education
title_fullStr Applying a Modern Pedagogy to Emergency Residency Ultrasound Education
title_full_unstemmed Applying a Modern Pedagogy to Emergency Residency Ultrasound Education
title_short Applying a Modern Pedagogy to Emergency Residency Ultrasound Education
title_sort applying a modern pedagogy to emergency residency ultrasound education
topic Emergency Medicine
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8971129/
https://www.ncbi.nlm.nih.gov/pubmed/35371890
http://dx.doi.org/10.7759/cureus.22758
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