Introducing point-of-care ultrasound through competency-based simulation education using a fractured chicken bone model

Nathan L Haas, MD, Elise Hart, MD, Mary RC Haas, MD, and Trent Reed, DO

doi:https://doi.org/10.21980/J8GG95

Introducing point-of-care ultrasound through competency-based simulation education using a fractured chicken bone model

Nathan L Haas, MD,^* Elise Hart, MD,^† Mary RC Haas, MD,^* and Trent Reed, DO^{^}

^*University of Michigan, Department of Emergency Medicine, Ann Arbor, MI

^†Advocate Christ Medical Center, Department of Emergency Medicine, Oak Lawn, IL

^{^}Loyola University Chicago, Stritch School of Medicine, Department of Emergency Medicine, Maywood, IL

Correspondence should be addressed to Nathan L Haas, MD at nlhaas2@gmail.com

DOI: https://doi.org/10.21980/J8GG95 Issue 2:3

Innovations Orthopedics Ultrasound

No ratings yet.

ABSTRACT

Audience:

Medical students and interns in emergency medicine.

Introduction:

Integration of point-of-care ultrasound (POCUS) into undergraduate medical education has many potential benefits, including reinforcing core anatomic and physiologic concepts, demonstrating clinical correlates to pathology, and aiding in learning of the physical examination. Patients, standardized patients, commercial training models, or cadavers are typically required for training students on POCUS, and are associated with substantial costs to educators and medical schools.

Objectives:

At the end of this educational session, learners will be able to: 1) understand core POCUS concepts, including probe selection, image optimization, and probe orientation, 2) identify simulated long-bone fractures using POCUS.

Methods:

Medical students are pre-tested with an affective style questionnaire, a multiple-choice knowledge test, and a hands-on skill test pertaining to POCUS and assessment of long-bone fractures. The hands-on skill test consists of POCUS evaluation of 16 chicken tibias (half of which are fractured) set in an opaque gelatin solution. Subjects undergo a standardized educational intervention consisting of a video and deliberate practice on clear gelatin models until a predetermined performance standard is met. The investigators defined the performance standard as successful identification of the presence or absence of fracture in five consecutive clear gelatin modules using correct technique. Subjects are post-tested using an affective style questionnaire, a multiple-choice knowledge test, and a hands-on skill test, and these are repeated eight weeks later to assess retention.