Key result
A multimodal POCUS curriculum significantly improved pediatric residents' knowledge, with absolute mean score improvements of 21.3% for the FAST module and 16.0% for the soft tissue module.
Why the study?
Pediatric residency programs often lack a point-of-care ultrasound (POCUS) curriculum, prompting the evaluation of a novel multimodal curriculum incorporating an online question bank with traditional didactic and hands-on learning.
Does a multimodal POCUS curriculum improve ultrasound knowledge and confidence in pediatric residents?
Observational (n=12)
No
Does a multimodal POCUS curriculum improve ultrasound knowledge and confidence in pediatric residents?
Mean Difference: 21.3 (95% CI 14.4–28.3)
p-value: p=statistically significant
A multimodal POCUS curriculum combining an online question bank and in-person teaching significantly improved short-term knowledge and self-reported confidence among pediatric trainees.
Supports feasibility of QB-enhanced POCUS curricula in pediatrics; leaves open effects on competency and outcomes.
Introduction: Pediatric residency programs often do not include a point of care ultrasound (POCUS) curriculum. We analyzed a novel POCUS curriculum for pediatric residents that incorporated an online question bank (QB), in addition to a traditional teaching model of didactic instruction and hands-on learning experience. Methods: Four high-yield POCUS topics were chosen: Focused Assessment by Sonography for Trauma (FAST), soft tissue, lung, and cardiac. Residents completed online multiple-choice quizzes before and after each of four in-person learning sessions, taught by ultrasound faculty and fellows. At the end of the academic year participants completed a knowledge retention quiz. Confidence surveys were administered to participants throughout the course of the study. Differences in means were compared by Student’s t-test. Results: Learners demonstrated post-intervention score improvement for each of the four modules. Retention testing demonstrated retained improvement for the soft tissue and cardiac modules, but not for the FAST module. Self-reported confidence increased across all four topics. Conclusion: A multimodal POCUS curriculum utilizing a combination of an online QB and in-person teaching demonstrated lasting knowledge for pediatric trainees.
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Sabnani et al. (2023) conducted an observational in Medical education (POCUS training) (n=12). Multimodal POCUS curriculum vs. Pre-intervention baseline was evaluated on Mean score improvement on post-intervention quizzes (FAST module) (MD 21.3%, 95% CI 14.4 to 28.3, p=statistically significant). A multimodal POCUS curriculum significantly improved pediatric residents' knowledge, with absolute mean score improvements of 21.3% for the FAST module and 16.0% for the soft tissue module.
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