Use of an online ultrasound simulator to teach the basic psychomotor skills to medical students during the initial COVID-19 breakdown (Preprint)

2021 ◽  
Author(s):  
Jean-Yves Meuwly ◽  
Katerina Mandralis ◽  
Estelle Tenisch ◽  
Giuseppe Gullo ◽  
Pierre Frossard ◽  
...  
Keyword(s):  
Medical Students ◽  
Ethics Committee ◽  
Ultrasound Images ◽  
Medical Ultrasound ◽  
Psychomotor Skills ◽  
General Evaluation ◽  
Hands On ◽  
Before And After ◽  
Ultrasound Simulator ◽  
Simulation Exercises

BACKGROUND Teaching medical ultrasound (US) has gained in popularity in medical schools. Hands-on workshops are an essential part of teaching. The lockdown induced by COVID-19 kept our medical school from conducting these workshops. OBJECTIVE The aim of this paper is to describe an alternative method we used to allow our students to acquire the essential psychomotor skills requisite to produce US images. METHODS Our students should study online US courses. After this study, they had to practice exercises on a virtual simulator, using the mouse of their computer to control a simulated transducer. We measured the precision reached at the completion of simulation exercises. Before and after completion of the courses and simulator’s exercises, students had to complete a questionnaire dedicated to psychomotor skills. A general evaluation questionnaire was also submitted. RESULTS One hundred and ninety three students returned the pre-course questionnaire. One hundred and eighty four performed all the simulator exercises and 181 answered the post-course questionnaire. One hundred and ninety general evaluation questionnaires were sent and 136 returned (76%). The average pre-course score was 4.23 (SD 2.14), after exercising, the average post-course score was 6.36 (SD 1.82), with a significant improvement (p< .001). The post-course score was related to the accuracy with which the simulator exercises were performed (Spearman's rho 0.2664, p< 0.01). Nearly two-thirds (62.6%) of the students said they enjoyed working on the simulator. Seventy-nine (58.0%) students felt that they had achieved the course's objective of reproducing ultrasound images. Inadequate connection speed had been a problem for 40.2% of students. CONCLUSIONS The integration of an online simulator for the practical learning of US in remote mode has allowed substantial acquisitions in the psychomotor field of US diagnosis. Despite the absence of workshops, the students were able to learn and practice how to handle an US probe in order to reproduce standard images. CLINICALTRIAL Not considered as a RCT by our ethics committee (Req-2021-00589)

scholarly journals Can ultrasound novices develop image acquisition skills after reviewing online ultrasound modules?

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Elaine Situ-LaCasse ◽  
Josie Acuña ◽  
Dang Huynh ◽  
Richard Amini ◽  
Steven Irving ◽  
...  
Keyword(s):  
Medical Students ◽  
Point Of Care ◽  
Image Acquisition ◽  
Positive Association ◽  
Point Of Care Ultrasound ◽  
Ultrasound Images ◽  
Psychomotor Skills ◽  
Median Score ◽  
Hands On ◽  
A Prospective Study

Abstract Background Point-of-care ultrasound is becoming a ubiquitous diagnostic tool, and there has been increasing interest to teach novice practitioners. One of the challenges is the scarcity of qualified instructors, and with COVID-19, another challenge is the difficulty with social distancing between learners and educators. The purpose of our study was to determine if ultrasound-naïve operators can learn ultrasound techniques and develop the psychomotor skills to acquire ultrasound images after reviewing SonoSim® online modules. Methods This was a prospective study evaluating first-year medical students. Medical students were asked to complete four SonoSim® online modules (aorta/IVC, cardiac, renal, and superficial). They were subsequently asked to perform ultrasound examinations on standardized patients utilizing the learned techniques/skills in the online modules. Emergency Ultrasound-trained physicians evaluated medical students’ sonographic skills in image acquisition quality, image acquisition difficulty, and overall performance. Data are presented as means and percentages with standard deviation. All P values are based on 2-tailed tests of significance. Results Total of 44 medical students participated in the study. All (100%) students completed the hands-on skills evaluation with a median score of 83.7% (IQR 76.7–88.4%). Thirty-three medical students completed all the online modules and quizzes with median score of 87.5% (IQR 83.8–91.3%). There was a positive association between module quiz performance and the hands-on skills performance (R-squared = 0.45; p < 0.001). There was no statistically significant association between module performance and hands-on performance for any of the four categories individually. In all four categories, the evaluators’ observation of the medical students’ difficulty obtaining views correlated with hands-on performance scores. Conclusions Our study findings suggest that ultrasound-naïve medical students can develop basic hands-on skills in image acquisition after reviewing online modules.

scholarly journals A Novel Peer-Directed Curriculum to Enhance Medical Ethics Training for Medical Students: A Single-Institution Experience

2020 ◽  
Vol 7 ◽  
pp. 238212051989914 ◽  
Author(s):  
Brian T Sullivan ◽  
Mikalyn T DeFoor ◽  
Brice Hwang ◽  
W Jeffrey Flowers ◽  
William Strong
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Medical Ethics ◽  
Reflective Practice ◽  
Clinical Setting ◽  
Ethics Education ◽  
Ethics Committee ◽  
Ethics Training ◽  
Ethical Considerations ◽  
Hands On

Background: The best pedagogical approach to teaching medical ethics is unknown and widely variable across medical school curricula in the United States. Active learning, reflective practice, informal discourse, and peer-led teaching methods have been widely supported as recent advances in medical education. Using a bottom-up teaching approach builds on medical trainees’ own moral thinking and emotion to promote awareness and shared decision-making in navigating everyday ethical considerations confronted in the clinical setting. Objective: Our study objective was to outline our methodology of grassroots efforts in developing an innovative, student-derived longitudinal program to enhance teaching in medical ethics for interested medical students. Methods: Through the development of a 4-year interactive medical ethics curriculum, interested medical students were provided the opportunity to enhance their own moral and ethical identities in the clinical setting through a peer-derived longitudinal curriculum including the following components: lunch-and-learn didactic sessions, peer-facilitated ethics presentations, faculty-student mentorship sessions, student ethics committee discussions, hospital ethics committee and pastoral care shadowing, and an ethics capstone scholarly project. The curriculum places emphasis on small group narrative discussion and collaboration with peers and faculty mentors about ethical considerations in everyday clinical decision-making and provides an intellectual space to self-reflect, explore moral and professional values, and mature one’s own professional communication skills. Results: The Leadership through Ethics (LTE) program is now in its fourth year with 14 faculty-clinician ethics facilitators and 65 active student participants on track for a distinction in medical ethics upon graduation. Early student narrative feedback showed recurrent themes on positive curricular components including (1) clinician mentorship is key, (2) peer discussion and reflection relatable to the wards is effective, and (3) hands-on and interactive clinical training adds value. As a result of the peer-driven initiative, the program has been awarded recognition as a graduate-level certification for sustainable expansion of the grassroots curriculum for trainees in the clinical setting. Conclusions: Grassroots medical ethics education emphasizes experiential learning and peer-to-peer informal discourse of everyday ethical considerations in the health care setting. Student engagement in curricular development, reflective practice in clinical settings, and peer-assisted learning are strategies to enhance clinical ethics education. The Leadership through Ethics program augments and has the potential to transform traditional teaching methodology in bioethics education for motivated students by offering protected small group discussion time, a safe environment, and guidance from ethics facilitators to reflect on shared experiences in clinical ethics and to gain more robust, hands-on ethics training in the clinical setting.

scholarly journals Use of an online ultrasound simulator to teach the basic psychomotor skills to medical students during the initial COVID-19 breakdown (Preprint)

10.2196/31132 ◽  
2021 ◽  
Author(s):  
Jean-Yves Meuwly ◽  
Katerina Mandralis ◽  
Estelle Tenisch ◽  
Giuseppe Gullo ◽  
Pierre Frossard ◽  
...  
Keyword(s):  
Medical Students ◽  
Psychomotor Skills ◽  
Ultrasound Simulator

scholarly journals Intubation Types among Paramedic and Anesthesia Students

2019 ◽  
pp. 1-5
Author(s):  
Shammah A A ◽  
Abdullah M Bani Yousef ◽  
Ahmed Ali Khalid ◽  
Nasser B H ◽  
Hisham Karar
Keyword(s):  
Medical Students ◽  
Airway Management ◽  
Emergency Medical Service ◽  
Learning Outcomes ◽  
Medical Service ◽  
Psychomotor Skills ◽  
Airway Compromise ◽  
Medical Sciences ◽  
Before And After

Background: The role of intubation is practiced in most respectful universities for many medical students, especially the paramedic and anesthesia students through controlled anesthesia simulation labs. Aim: The study aims to evaluate the learning outcomes of various types of intubation for paramedic and anesthesia students before and after studying two courses of airway management in the department of clinical technology. Methods: A model for measuring, comparing, and analyzing the fields of knowledge about skills and experiences obtained by the students is prepared. Students are enrolled from the emergency medical service and the anesthesia department of clinical sciences at the Faculty of Applied Medical Sciences at Umm Al-Qura University in Makkah Al-Mukarramah. Results: Psychomotor skills were the most important domain among students in EMS department, followed by airway compromise knowledge, intention or attitude, and effective communication.

Abstract 356: Skill Retention in Medical Students Trained in Cardiac Arrest Care

Circulation ◽  
2020 ◽  
Vol 142 (Suppl_4) ◽  
Author(s):  
Miguel A Moretti ◽  
Adriana O Camboim ◽  
Caroline A Ferrandez ◽  
Isabela C Etcheverria ◽  
Iaggo B Costa ◽  
...  
Keyword(s):  
Cardiac Arrest ◽  
Medical Students ◽  
Training Program ◽  
Life Support ◽  
Categorical Variables ◽  
First Year ◽  
Chi Square ◽  
Hands On ◽  
Before And After ◽  
First Year Medical Students

Background: Morbidity and mortality reduction in cardiac arrest depends upon early and effective care. Basic life support (BLS) measures encompass a series of procedures to be started outside the hospital usually by trained lay people. Therefore, it is key that lay caregivers retain knowledge and skills late after instruction. However, studies demonstrate loss of cardiopulmonary resuscitation (CPR) skills as early as 30 days after training, pending mostly on the caregiver professional background. In this study, we evaluated medical students’ retention skills at 6 months. Methods: Prospective case-control observational study. Medical students underwent a 40-hour BLS training program. CPR skills were evaluated immediately and 6 months after the course based on individual scores before and after training as well as on categorical stratification as excellent, good or poor. Data were compared using F-test, paired t-test and chi-square for categorical variables. A 95% confidence interval was used with a level of significance of 0.05. Results: Fifty first-year medical students (54% female) aged between 18 and 24 years were enrolled in the BLS training program. Total number of CPR steps accurately performed decreased after 6 months of training (10.8 vs . 12.5; p<0.001). Sex and age were not associated with performance. Categorical evaluation was considered excellent in 78% of the students immediately after training but decreased to 40% in 6 months (p<0.01). Hands-on basic skills were mostly lost within the period. Conclusion: First-year medical students lost hands-on skills after 6 months of training decreasing the efficacy of CPR measures which might affect outcomes of patients in cardiac arrest.

scholarly journals The Effect of the Duration of Basic Life Support Training on the Learners’ Cardiopulmonary and Automated External Defibrillator Skills

2016 ◽  
Vol 2016 ◽  
pp. 1-7 ◽  
Author(s):  
Jin Hyuck Lee ◽  
Youngsuk Cho ◽  
Ku Hyun Kang ◽  
Gyu Chong Cho ◽  
Keun Jeong Song ◽  
...  
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
Automated External Defibrillator ◽  
Psychomotor Skills ◽  
South Korean ◽  
Hands On ◽  
Before And After ◽  
Level 3 ◽  
Four Levels ◽  
External Defibrillator

Background. Basic life support (BLS) training with hands-on practice can improve performance during simulated cardiac arrest, although the optimal duration for BLS training is unknown. This study aimed to assess the effectiveness of various BLS training durations for acquiring cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) skills.Methods. We randomised 485 South Korean nonmedical college students into four levels of BLS training: level 1 (40 min), level 2 (80 min), level 3 (120 min), and level 4 (180 min). Before and after each level, the participants completed questionnaires regarding their willingness to perform CPR and use AEDs, and their psychomotor skills for CPR and AED use were assessed using a manikin with Skill-Reporter™ software.Results. There were no significant differences between levels 1 and 2, although levels 3 and 4 exhibited significant differences in the proportion of overall adequate chest compressions (p<0.001) and average chest compression depth (p=0.003). All levels exhibited a greater posttest willingness to perform CPR and use AEDs (all,p<0.001).Conclusions. Brief BLS training provided a moderate level of skill for performing CPR and using AEDs. However, high-quality skills for CPR required longer and hands-on training, particularly hands-on training with AEDs.

scholarly journals Trends in interventional radiology: Survey of medical students at an educational symposium

2019 ◽  
Vol 3 ◽  
pp. 12 ◽  
Author(s):  
Neil Jain ◽  
Sean O’Neill ◽  
Vishnu Chandra ◽  
Slavamir Sokalaw ◽  
Aisha Alam ◽  
...  
Keyword(s):  
Interventional Radiology ◽  
Quality Assurance ◽  
Medical Students ◽  
Student Interest ◽  
Hands On ◽  
Before And After ◽  
Educational Symposium ◽  
Career Options ◽  
Competitive Nature ◽  
Interest And Knowledge

Objective: Symposiums are great avenues to expose students to interventional radiology (IR) and gauge their interest in the field. This study compares student interest and knowledge of the specialty before and after a state- wide IR symposium. Materials and Methods: A state-wide IR symposium consisted of lecture didactics and interactive hands-on IR simulations. Pre-symposium and post-symposium survey assessments were provided to each attendee to complete. The surveys remained anonymous and were performed for quality assurance purposes. The survey included questions on knowledge of IR, interest in IR, application strategies for the IR match, and career options in IR. Results: A total of 101 medical students registered for the symposium. Thirty-nine completed the pre-symposium survey and 40 completed the post-symposium survey. About 71.1% of the respondents reported “Little Knowledge” of IR before the symposium, which decreased to 40.5% after the symposium. Furthermore, 21% of the respondents believed that they had a “Good Foundation” in IR before the symposium and 59.5% after the symposium (P < 0.0001). The percentage of students planning to pursue IR increased from 35.9% to 45.9% (P = 0.160) after the symposium. About 77.8% reported that having an IR clinic is important in their career in the post-symposium survey compared to 64.1% in the pre-symposium survey (P = 0.077). Conclusions: Symposiums are an effective method in exposing medical students to IR. Students have expressed both strong interest in the field and increased knowledge post-symposium. Prospective applicants have reported dual applying to the integrated IR and diagnostic radiology (DR) residencies due to their concern about the competitive nature of integrated IR due to small number of positions available.

scholarly journals Early exposure to hands-on surgical training encourages urological interest in undergraduate medical students

2020 ◽  
Author(s):  
Tomokazu Kimura ◽  
Kosuke Kojo ◽  
Atsushi Ikeda ◽  
Shuya Kandori ◽  
Takahiro Kojima ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Surgical Training ◽  
Clinical Skills ◽  
Clinical Clerkship ◽  
Undergraduate Medical Students ◽  
Medical Undergraduate ◽  
Hands On ◽  
Before And After ◽  
Fourth Year Medical Students

Abstract Background: Urological education is as important as surgical training for undergraduates. However, those in undergraduate medical schools have less exposure to surgery and urology as their curriculum focuses more on clinical skills, particularly community-based healthcare for a super-aging society. This study aimed to evaluate whether urologic hands-on training could encourage surgical and urological interest in medical undergraduate students. Methods: A one-day elective program in urologic surgery at the University of Tsukuba, particularly in robotic, laparoscopic, and endoscopic surgeries, was offered to 58 fourth-year medical students in 2018 and 2019, prior to their clinical clerkship. The average age of participants was 22 (range: 21–25) years. We assessed scores (1–5 Likert-type items) in training activity, interest in surgery, and interest in urology before and after the course. Results: Before attending the program, average scores in interest in urology were 3.53 in 2018 and 3.15 in 2019. After training, the total likely scores of this program in 2018 and 2019 were 4.59 and 4.76, respectively. The likely scores in surgery increased after the program; however, this was not significantly different to that prior to the program. However, the average interest scores in urology were significantly increased to 3.91±0.63 (p<0.05) and 3.88 ± 0.58 (p<0.01) in 2018 and 2019, respectively, indicating a motivation to pursue surgery and urology following clinical clerkship, 1 year after training. Conclusions: Urological hands-on training facilitated interest in urology in medical students prior to their clinical clerkship. Early experience in actual urological procedures could encourage medical students to consider specializing in urology and pursue a career as a urological specialist.

scholarly journals Use of simulators in video laparoscopic surgery in medical training: a prospective court study with medicine academic at a university in Southern Brazil

2020 ◽  
Vol 47 ◽  
Author(s):  
JÚLIA TONIETTO PORTO ◽  
LUCIANO SILVEIRA EIFLER ◽  
LUCAS PASTORI STEFFEN ◽  
GABRIELLE FOPPA RABAIOLI ◽  
JOANA MICHELON TOMAZZONI
Keyword(s):  
Laparoscopic Surgery ◽  
Medical Students ◽  
Medical Training ◽  
Training And Development ◽  
Psychomotor Skills ◽  
Promising Tool ◽  
Life Threatening ◽  
The One ◽  
Simulation Center ◽  
Simulation Exercises

ABSTRACT Introduction: the onset of minimally invasive surgery, such as laparoscopic surgery, was accompanied by an increased frequency of complications, many of which were life-threatening. With the objective of minimizing morbidity and mortality and accelerating the learning curve, video laparoscopic surgery simulators were developed to improve the psychomotor skills required for these procedures. Objective: to compare the performance of second year medical students of the Lutheran University of Brazil, in simulated videolaparoscopic surgeries performed at the Realistic Simulation Center of the Faculty of Health Sciences of Porto Alegre. Method: prospective cohort study with 16 medical students with no prior experience in video-surgery simulation. The students performed simulated exercises and were evaluated regarding Coordination, Navigation by Instrument and Time in the accomplishment of the procedures. Results: the sample consisted of 69% women and 31% men with a mean age of 23.2 years. The students obtained better results in the second simulation application. The skill in Navigation by Instrument task was the one that showed the best evolution in the studied group. The Total Time in the accomplishment of the procedures was the parameter with greater difference between the successive simulations. Conclusion: medical students presented a significant improvement in their performance with the repetition of the simulation exercises, demonstrating that the Laparoscopic Surgery Simulators are a promising tool in medical training and development of surgical skills.

scholarly journals Impact of Early Exposure to Simulation Program on Undergraduate Medical Students’ Interest in Urology

2021 ◽  
Vol 8 ◽  
pp. 238212052110207
Author(s):  
Tomokazu Kimura ◽  
Kosuke Kojo ◽  
Masanobu Shiga ◽  
Ichiro Chihara ◽  
Atsushi Ikeda ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Skills ◽  
Clinical Clerkship ◽  
Early Exposure ◽  
Undergraduate Medical Students ◽  
Community Based ◽  
Hands On ◽  
Before And After ◽  
Fourth Year Medical Students ◽  
The University

Background: Urological education is as important as surgical training for undergraduates. However, students in undergraduate medical schools have less exposure to urology as their curriculum focuses more on clinical skills, particularly community-based healthcare for a super-aging society. This study aimed to evaluate whether urology-related hands-on training could increase the interest of undergraduate medical students in urology. Methods: A 1-day elective program in urological surgery at the University of Tsukuba, particularly in robotic, laparoscopic, and endoscopic surgeries, was offered to 85 fourth-year medical students from 2018 to 2020, prior to their clinical clerkship. The average age of the participants was 22 (range: 21-25) years. We used a scoring system that comprised 1-5 Likert-type items to assess training activity, interest in surgery, and interest in urology before and after the course. Results: Before attending the program, the average scores of interest in urology were 3.53 in 2018, 3.15 in 2019, and 3.00 in 2020. The scores in surgery increased after the program; however, this was not significantly different from scores prior to the program. However, the average interest scores in urology were significantly increased to 3.91 ± 0.63 ( P < .05), 3.88 ± 0.58 ( P < .01), and 4.00 ± 0.61 ( P < 0.01) in 2018, 2019, and 2020, respectively. Total likely scores of this program in 2018, 2019, and 2020 were 4.59, 4.76, and 4.88, respectively, indicating a motivation to study surgery and urology during clinical clerkship. Conclusions: Urological hands-on training facilitated interest in urology in medical students prior to their clinical clerkship.

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