scholarly journals Ophthalmology@Point of Care: A New Journal for Hands-on Clinicians

2017 ◽  
Vol 1 (1) ◽  
pp. pocj.5000206
Author(s):  
Giuseppe Querques
Keyword(s):  
Point Of Care ◽  
Hands On

scholarly journals Nephrology@Point of Care: A New Journal for Hands-On Clinicians

2015 ◽  
Vol 1 (1) ◽  
pp. napoc.2015.1468
Author(s):  
Antonio Bellasi
Keyword(s):  
Point Of Care ◽  
Hands On

scholarly journals Pre-clinical medical student cardiac point-of-care ultrasound curriculum based on the American Society of Echocardiography recommendations: a pilot and feasibility study

2020 ◽  
Author(s):  
Satoshi Jujo ◽  
Jannet J Lee-Jayaram ◽  
Brandan I Sakka ◽  
Atsushi Nakahira ◽  
Akihisa Kataoka ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Pilot Study ◽  
Point Of Care ◽  
Scoring Systems ◽  
Recruitment Rate ◽  
Point Of Care Ultrasound ◽  
Hands On ◽  
Test Scoring ◽  
American Society

Abstract Background Cardiac point-of-care ultrasound (POCUS) training has been integrated into medical school curricula. However, there is no standardized cardiac POCUS training method for medical students. To address this issue, the American Society of Echocardiography (ASE) proposed a framework for medical student cardiac POCUS training. The objective of this pilot study was to develop a medical student cardiac POCUS curriculum with test scoring systems and test the curriculum feasibility for a future definitive study.Methods Based on the ASE-recommended framework, we developed a cardiac POCUS curriculum consisting of a pre-training online module and hands-on training with a hand-held ultrasound (Butterfly iQ). The curriculum learning effects were assessed with a 10-point maximum skill test and a 40-point maximum knowledge test at pre-, immediate post-, and 8-week post-training. To determine the curriculum feasibility, we planned to recruit 6 pre-clinical medical students. We semi-quantitatively evaluated the curriculum feasibility in terms of recruitment rate, follow-up rate 8 weeks after training, instructional design of the curriculum, the effect size (ES) of the test score improvements, and participant satisfaction. Discriminatory ability of the test scoring systems were assessed by comparing the scores of the medical students, medical interns, and experts.Results Six pre-clinical medical students participated in the curriculum. The recruitment rate was 100% (6/6 students) and the follow-up rate 8 weeks after training was 100% (6/6). ESs of skill and knowledge test score differences between pre- and immediate post-, and between pre- and 8-week post-training were large. The students reported high satisfaction with the curriculum. The test scoring systems demonstrated excellent discriminatory ability between the 3 different performance levels.Conclusions This pilot study confirmed the curriculum design as feasible with instructional design modifications including the hands-on training group size, content of the cardiac POCUS lecture, hands-on teaching instructions, and hand-held ultrasound usage. Based on the pilot study findings, we plan to conduct the definitive study with the primary outcome of long-term skill retention 8 weeks after initial training. The definitive study has been registered in ClinicalTrials.gov (Identifier: NCT04083924).

scholarly journals LO090: Introduction of a formalized RUSH (Rapid Ultrasound in Shock) protocol in emergency medicine residency ultrasound training

CJEM ◽  
2016 ◽  
Vol 18 (S1) ◽  
pp. S61-S61
Author(s):  
C. Hrymak ◽  
C. Pham
Keyword(s):  
Emergency Medicine ◽  
Point Of Care ◽  
Point Of Care Ultrasound ◽  
Educational Module ◽  
Ultrasound Education ◽  
Didactic Teaching ◽  
Video Clips ◽  
Simulation Based ◽  
Hands On ◽  
Future Direction

Introduction / Innovation Concept: Expanding point of care ultrasound education in emergency medicine (EM) programs is a necessary part of curriculum development. Our objective was to integrate core and advanced applications for point of care ultrasound in caring for critically ill patients with undifferentiated shock. We chose to develop and implement an educational module using the systematic approach of the RUSH Exam for EM residents in our institution. Methods: After review of the literature in point-of-care ultrasound, a module was designed. An educational proposal outlining the RUSH Exam training within the -EM and CCFP-EM curricula was submitted to and accepted by the residency training committee. The objectives and goals were outlined in accordance with CanMEDS roles, and the ultrasound director provided supervision for the project. Curriculum, Tool, or Material: An 8-hour educational module was implemented between October 7 and November 18, 2014. All residents received formal training on the core applications in FAST and aortic scans prior to implementation. The following components of the RUSH Exam were included: two hours of didactic teaching with video clips on advanced cardiac, IVC, DVT, and pulmonary assessment; three hours of hands-on practice on standardized patients performed in the simulation lab to practice image acquisition and interpretation; one hour of didactic teaching on the overall approach to a patient with undifferentiated shock using the RUSH Exam; and two hours of hands-on RUSH Exam practice. A corresponding research project integrating a SonoSim Livescan training platform, a simulation-based testing device, demonstrated improvement in resident performance, subjective comfort with imaging patients in shock and making clinical decisions based on the findings. Conclusion: This 8-hour RUSH Exam educational module combined theoretical learning and hands-on practice for trainees. This module significantly broadened the scope of ultrasound training in our curriculum by providing the necessary skills in approaching patients in shock in a systematic fashion. Future direction will include ongoing education in this area and expansion as appropriate.

Hand-Held Point-of-Care Ultrasound: A New Tool for Veterinary Student Self-Driven Learning in the time of COVID-19

2021 ◽  
pp. e20200131
Author(s):  
Zoë J. Williams ◽  
Abby Sage ◽  
Stephanie J. Valberg
Keyword(s):  
Point Of Care ◽  
Present Report ◽  
Core Competencies ◽  
The United States ◽  
Ease Of Use ◽  
Point Of Care Ultrasound ◽  
Veterinary Students ◽  
Clinical Rotations ◽  
Hands On ◽  
Veterinary Student

The coronavirus pandemic abruptly halted all in-person clerkships, or clinical rotations, for clinical veterinary students across the United States (US). Online clerkships in radiology offered the opportunity to expand the student’s ability to interpret medical images but did not allow for the development of physical hands-on imaging skills recognized as core competencies in veterinary medicine. The present report highlights the value of providing veterinary students with a smartphone-associated Butterfly iQ point-of-care ultrasound during a 3-week self-driven virtual clerkship. During the virtual rotation, the student was able to develop the skills required to generate sufficient quality images using three horses residing on her property. The affordability, portability, ease of use of the Butterfly iQ and availability of animals made it possible to develop hands-on imaging skills when distance learning was required.

scholarly journals MP16: Which PoCUS skills are retained over time for medical students?

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S47-S48
Author(s):  
L. Edgar ◽  
L. Fraccaro ◽  
L. Park ◽  
J. MacIsaac ◽  
P. Pageau ◽  
...  
Keyword(s):  
Medical Students ◽  
Procedural Knowledge ◽  
Point Of Care ◽  
Skills Training ◽  
Multiple Choice Questions ◽  
Skills Retention ◽  
Hands On ◽  
Second Year ◽  
Point Of Care Ultrasonography ◽  
Over Time

Introduction: Point-of-care ultrasonography (PoCUS) is being incorporated into Canadian undergraduate medical school curricula. The purpose of this study was to evaluate novel PoCUS education sessions to determine what aspects of the sessions benefitted from hands-on training and which PoCUS skills were retained over time. Methods: Second year medical students voluntarily received three different PoCUS training sessions, each lasting three hours. Prior to the sessions, participants prepared independently with pre-circulated online learning materials. After a 15-minute lecture, experienced PoCUS providers led small group (1 instructor: 5 students), live scanning sessions. Evaluations were conducted before and after each session using expert validated multiple choice questions testing general and procedural knowledge, image recognition and interpretation. Volunteer students were evaluated via direct observation of live scanning using an objective structured assessment of technical skills (OSAT) based on the O-score and then re-evaluated at 2 months post-training to assess PoCUS skills retention. Results: 40 second year medical students participated in extended Focused Assessment with Sonography for Trauma (eFAST), cardiac, and gallbladder PoCUS sessions. The live-training sessions significantly improved student PoCUS knowledge beyond what they learned independently for eFAST (p < 0.001), cardiac (p < 0.001), and gallbladder (p = 0.02). The largest improvement was noted in procedural knowledge test scores improving from 44.0% to 84.0% (n = 38). 16 students were evaluated after each session with a mean O-score of 2.37. 8 students returned two months later to be re-evaluated demonstrating a change in O-scores for eFAST (2.00 to 2.38, p = 0.15), cardiac (2.28 to 2.00, p = 0.32), and gallbladder (2.91 to 1.88, p < 0.001). Conclusion: Procedural PoCUS knowledge benefited the most with hands-on training. eFAST and cardiac PoCUS competency was maintained over time while gallbladder PoCUS competency degraded suggesting that targeted PoCUS skills training may be possible. Further study is required to determine the best use of PoCUS resources in undergraduate medical education.

scholarly journals Design and evaluation of the I-SCAN faculty POCUS program

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Michael Janjigian ◽  
Anne Dembitzer ◽  
Caroline Srisarajivakul-Klein ◽  
Khemraj Hardower ◽  
Deborah Cooke ◽  
...  
Keyword(s):  
Training Programs ◽  
Point Of Care ◽  
Point Of Care Ultrasound ◽  
Median Score ◽  
Introductory Course ◽  
Hands On ◽  
Before And After ◽  
Online Feedback ◽  
Passing Score ◽  
Longitudinal Phase

Abstract Background Point-of-care ultrasound (POCUS) is becoming widely adopted with increasing accessibility of courses. Little is known about the optimal design of the introductory course or longitudinal training programs targeting hospitalists that are critical to success. Methods Hospitalists at four academic sites participated in a two-day introductory course and a longitudinal phase comprising clinical POCUS practice, clip uploading with online feedback, hands-on teaching, and monthly ultrasound conferences. Assessments were performed immediately before and after the two-day course and after 1 year. Results Knowledge increased from baseline to post two-day course (median score 58 and 85%, respectively, p < 0.001) and decreased slightly at 1 year (median score 81%, p = 0.012). After the two-day introductory course, the median score for hands-on image acquisition skills, the principal metric of participant success, was 75%. After 1 year, scores were similar (median score 74%). Confidence increased from baseline to post two-day course (1.5 to 3.1 on a 4 point Likert scale from Not at all confident (1) to Very confident (4), p < 0.001), and remained unchanged after 1 year (2.73). Course elements correlating with a passing score on the final hands-on test included number of clip uploads (r = 0.85, p,0.001), attendance at hands-on sessions (r = 0.7, p = 0.001), and attendance at monthly conferences (r = 0.50, p = 0.03). Conclusions The I-ScaN POCUS training program increased hospitalist knowledge, skill and confidence with maintained skill and confidence after 1 year. Uploading clips and attending hands-on teaching sessions were most correlative with participant success.

scholarly journals Clinical Evaluation of the Novel Rapid Nucleic Acid Amplification Point-of-Care Test (Smart Gene SARS-CoV-2) in the analysis of Nasopharyngeal and Anterior Nasal samples.

2021 ◽  
Author(s):  
Yoshihiko Kiyasu ◽  
Masato Owaku ◽  
Yusaku Akashi ◽  
Yuto Takeuchi ◽  
Kenji Narahara ◽  
...  
Keyword(s):  
Real Time ◽  
Clinical Performance ◽  
Point Of Care ◽  
Nucleic Acid Amplification ◽  
Molecular Testing ◽  
The Novel ◽  
Rt Pcr ◽  
Pcr Assay ◽  
Point Of Care Test ◽  
Hands On

Introduction Smart Gene is a point-of-care (POC)-type automated molecular testing platform that can be performed with 1 minute of hands-on-time. Smart Gene SARS-CoV-2 is a newly developed Smart Gene molecular assay for the detection of SARS-CoV-2. The analytical and clinical performance of Smart Gene SARS-CoV-2 has not been evaluated. Methods Nasopharyngeal and anterior nasal samples were prospectively collected from subjects referred to the local PCR center from March 25 to July 5, 2021. Two swabs were simultaneously obtained for the Smart Gene SARS-CoV-2 assay and the reference real-time RT-PCR assay, and the results of Smart Gene SARS-CoV-2 were compared to the reference real-time RT-PCR assay. Results Among a total of 1150 samples, 68 of 791 nasopharyngeal samples and 51 of 359 anterior nasal samples were positive for SARS-CoV-2 in the reference real-time RT-PCR assay. In the testing of nasopharyngeal samples, Smart Gene SARS-CoV-2 showed the total, positive and negative concordance of 99.2% (95% confidence interval [CI]: 98.4–99.7%), 94.1% (95% CI: 85.6–98.4%) and 99.7% (95% CI: 99.0–100%), respectively. For anterior nasal samples, Smart Gene SARS-CoV-2 showed the total, positive and negative concordance of 98.9% (95% CI: 97.2–99.7%), 98.0% (95% CI: 89.6–100%) and 99.0% (95% CI: 97.2–99.8%), respectively. In total, 5 samples were positive in the reference real-time RT-PCR and negative in Smart Gene SARS-CoV-2, whereas 5 samples were negative in the reference real-time RT-PCR and positive in Smart Gene SARS-CoV-2. Conclusion Smart Gene SARS-CoV-2 showed sufficient analytical performance for the detection of SARS-CoV-2 in nasopharyngeal and anterior nasal samples.

scholarly journals Evaluation of a Musculoskeletal Ultrasound Workshop in the Family Medicine Clerkship

2022 ◽  
Vol 54 (1) ◽  
pp. 54-57
Author(s):  
Megan L. Ferderber ◽  
Kaitlyn Vann ◽  
Athanasios Tzaras ◽  
Noam Hadadi ◽  
Rebecca M. Gilbird
Keyword(s):  
Primary Care ◽  
Family Medicine ◽  
Point Of Care ◽  
Musculoskeletal Ultrasound ◽  
Medicine Clerkship ◽  
Protected Time ◽  
Hands On ◽  
The Family ◽  
And Performance ◽  
Academic Year

Background and Objectives: The family medicine (FM) clerkship is appropriate for incorporating musculoskeletal ultrasound (MSKUS) education, as many outpatient visits in primary care occur for musculoskeletal (MSK) concerns. Despite rising popularity of point-of-care imaging in primary care, ultrasound (US) training in medical education is limited due to lack of resources and time. The purpose of this study is to evaluate the effects of an MSKUS workshop in the FM clerkship through student self-evaluations. Methods: Seventy-five medical students enrolled in the FM clerkship during the 2019-2020 academic year participated in hands-on MSKUS workshops staffed by faculty, residents, and a fellow. Workshops coincided with FM residency didactic teaching, allowing for protected time to host US training. Of workshop participants, 98.6% completed both pre- and postworkshop evaluations assessing confidence and acceptability of the workshop (rated on a 0-10 Likert scale, where higher scores represent more confidence or greater benefit, respectively). Results: Students noted increased confidence with use of ultrasound, recognition of MSK structures, and performance of landmark-guided procedures (preworkshop 2.6±1.6; postworkshop 7.4±1.1). Students endorsed high levels of agreement in the benefit of the workshop to their education (9.4±1.3) and MSK understanding (9.4±1.2). Conclusions: This study demonstrates the benefit of an MSKUS workshop as part of the FM clerkship and addresses previously identified challenges to providing US education. Results suggest a short-term benefit from an MSKUS workshop in confidence in MSKUS knowledge and satisfaction with the curriculum.

scholarly journals DIAGNOSTIC PERFORMANCE OF ZIEHL-NEELSEN & CBNAAT TECHNIQUES IN PULMONARY TUBERCULOSIS, A RETROSPECTIVE ANALYSIS AT TERTIARY CARE HOSPITAL IN JHALAWAR, RAJASTHAN.

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Shilpi Hora ◽  
Neeraj Raman ◽  
Mukesh Kumar ◽  
Needa Saneef
Keyword(s):  
Pulmonary Tuberculosis ◽  
Tertiary Care Hospital ◽  
Point Of Care ◽  
Tertiary Care ◽  
Nucleic Acid Amplification ◽  
Smear Microscopy ◽  
Care Hospital ◽  
Age Group ◽  
Hands On ◽  
High Incidence

Introduction: Tuberculosis (TB) remains a leading cause of death among infectious diseases worldwide. The advent of the CBNAAT was a revolution in the diagnosis of tuberculosis, especially with high incidence and resource poor regions. It can be used close to the point of care by operators with minimal technical expertise, enabling diagnosis of TB and rifampicin Resistance (RIF) concurrently using unprocessed clinical specimens, in less than 2h. Aim: To evaluate the diagnostic performances of Ziehl-Neelsen & CBNAAT techniques in detection of Pulmonary Tuberculosis. Materials and Methods: We retrospectively reviewed the 2414 sputum samples of suspected pulmonary TB. Sputum samples were subjected for ZN staining and CBNAAT.RIF resistance was detected by CBNAAT. Results: Out of 2414 samples, 751 sputum samples were positive by smear microscopy. 1127 Samples were confirmed positive by CBNAAT examination. Majority of cases, 43.57% were in 21-40 yrs age group.24.40% were females and 75.59% were males. Sensitivity of CBNAAT was 100% for sputum positive cases and sensitivity was 22.6% for sputum negative cases. Overall RIF resistance was detected in 49 (4.4%) cases in present study. Conclusion: CBNAAT provide sensitive detection of tuberculosis and rifampicin resistance directly from untreated sputum in less than 2 hours with minimal hands-on time. Keywords: Cartridge-based nucleic acid amplification tests (CBNAAT), Rifampicin(RIF)

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