Introduction: We evaluated the impact of targeted ultrasound instruction on learner comfort following a pre-post observational microskill bootcamp focused on foundational ultrasound image acquisition, interpretation, and ultrasound-guided procedural skills. Methods: Pre- and postintervention Likert (1-5) comfort ratings across four domains were paired by learner and analyzed using two-sided paired t-tests with 95% confidence intervals (CIs). Wilcoxon signed-rank testing was performed as a nonparametric sensitivity analysis. Results: Significant improvements were observed across all items (n = 14 pairs): Q1 Δ = +0.929 (0.573-1.284), p < 0.001; Q2 Δ = +0.714 (0.238-1.191), p = 0.006; Q3 Δ = +1.714 (1.187-2.242), p < 0.001; Q4 Δ = +1.800 (1.371-2.229), p < 0.001. Effect sizes were large (Cohen’s dz = 0.865-2.324). Conclusion: Targeted ultrasound instruction delivered through a microskill-based teaching approach was associated with large gains in learner comfort.
Kellar et al. (Mon,) studied this question.