Abstract Rationale Point of care ultrasound (POCUS) is a widely utilized, robustly validated clinical technique for non-invasively gathering vital information to aid in the evaluation of a wide array of clinical conditions. It has been widely adopted by several disciplines and is part of ACGME competency requirements for Emergency Medicine training. However, despite frequent use in both general Internal Medicine and various subspecialties, concrete POCUS training curricula are lacking for Internal Medicine residents, and the optimal modalities of content delivery and knowledge solidification remain incompletely understood. Methods At a large urban, academic internal medicine residency in New York City, a two-week POCUS elective was expanded with the aim of developing proficiency in cardiac, thoracic, abdominal, and deep vascular ultrasound. Starting this academic year, several modifications to the curriculum were implemented, with changes including a reduction in group size to increase active engagement with skill-building and concepts, addition of a hands-on skills assessment at the conclusion of the course, and a new requirement for learners to develop a personal portfolio of self-acquired POCUS images and clips. As in prior years, learners also completed pretests and post-tests at the start and conclusion of the elective. Analyses were performed to assess knowledge retention and technical proficiency and were compared to data from prior academic years. Results So far this academic year, post-course knowledge assessment scores improved on average by 32% (up from 26% in prior years), for an overall average of 91% correct (compared to 89% in previous years). Pre-course self-reported learner POCUS experience was reduced compared to prior years, coinciding with reduced pre-course knowledge assessment (59% vs 67%). These findings suggest effective content delivery, despite a subjectively less experienced learner cohort. Importantly, post-test response rate improved to 91%, an increase from 76% in the past. As part of the post-course assessment, learners were given the opportunity to provide feedback on the course, with several responses specifically pointing out independent image acquisition/interpretation and small group sizes as major course strengths, and citing the summative hands-on assessment as an effective motivator to ensure optimal engagement with course materials. Conclusions Our findings show that the above modifications to our POCUS curriculum were associated with sizable improvements in post-course assessment completion rates and scores from prior years, despite a subjectively less experienced learner cohort. Qualitatively, we also found that these modifications were perceived by participants as effective ways to augment engagement and retention of curricular content. This abstract is funded by: None
Reichard et al. (Fri,) studied this question.