Presentation Description
Meghan McConnell
Samantha Halman1 and Debra Pugh
1 University of Ottawa
Samantha Halman1 and Debra Pugh
1 University of Ottawa
Background:
Point-of-care ultrasound (PoCUS) has enhanced physicians’ ability to rapidly diagnosis and treat patients. As the role of PoCUS in the assessment and management of patients continues to evolve, it is imperative that medical educators develop ways to ensure that learners are safely acquiring these skills. The objective of the present study was to determine how the use of performance-based testing influenced the learning of complex motor and cognitive skills associated with ultrasound image generation and interpretation, when compared with deliberate practice.
Point-of-care ultrasound (PoCUS) has enhanced physicians’ ability to rapidly diagnosis and treat patients. As the role of PoCUS in the assessment and management of patients continues to evolve, it is imperative that medical educators develop ways to ensure that learners are safely acquiring these skills. The objective of the present study was to determine how the use of performance-based testing influenced the learning of complex motor and cognitive skills associated with ultrasound image generation and interpretation, when compared with deliberate practice.
Summary of Work:
In Phase I, participants attended a didactic learning session on PoCUS and received hands-on training for six different POCUS skills. Phase II took place one month later, where participants were able to practice the skills they learned during Phase I. For each skill, half of the participants received retrieval practice (testing condition), whereas the other half received guided instruction (studying/control condition). Phase III took place three months later. In this final phase, participants completed a PoCUS OSCE, which consisted of six stations, each one aligning to a previously studied PoCUS skill. Sonographers were present during the OSCE, and evaluated each resident’s performance in real time.
In Phase I, participants attended a didactic learning session on PoCUS and received hands-on training for six different POCUS skills. Phase II took place one month later, where participants were able to practice the skills they learned during Phase I. For each skill, half of the participants received retrieval practice (testing condition), whereas the other half received guided instruction (studying/control condition). Phase III took place three months later. In this final phase, participants completed a PoCUS OSCE, which consisted of six stations, each one aligning to a previously studied PoCUS skill. Sonographers were present during the OSCE, and evaluated each resident’s performance in real time.
Summary of Results:
Overall, 19 first year internal medicine residents participated in the study. There was no significant difference in PoCUS performance between the testing (mean z-score = -0.01) and control conditions, (M=0.01; t=.02, p =.983).
Overall, 19 first year internal medicine residents participated in the study. There was no significant difference in PoCUS performance between the testing (mean z-score = -0.01) and control conditions, (M=0.01; t=.02, p =.983).
Discussion:
TEL may not apply to the acquisition of procedural skills in medical education. We consider the limitations of the current study that make conclusions difficult at this time, and discuss future directions in studying how TEL influences procedural skill acquisition.
TEL may not apply to the acquisition of procedural skills in medical education. We consider the limitations of the current study that make conclusions difficult at this time, and discuss future directions in studying how TEL influences procedural skill acquisition.
Take-home Message:
It remains unclear whether TEL improves the acquisition of complex motor and cognitive skills, such as those required for PoCUS.
It remains unclear whether TEL improves the acquisition of complex motor and cognitive skills, such as those required for PoCUS.
References (maximum three)
Roediger H, Karpicke J. Test-enhanced learning: Taking memory tests improves long-term retention. Psychol Sci. 2006;17:249–55.
Slomer A, Chenkin J. Does test‐enhanced learning improve success rates of ultrasound‐guided peripheral intravenous insertion? A randomized controlled trial. AEM Educ Train. 2017;1(4):310–5.
Baghdady M, Carnahan H, Lam EWN, Woods NN. Test-enhanced learning and its effect on comprehension and diagnostic accuracy. Med Educ. 2014;48:181–8.