Identifying Gaps in Ultrasound Education and Potential for a Digital Curriculum
Abstract
Learning Objective: Attendees will learn about how development of a digital ultrasound curriculum can be used to address knowledge gaps in resident education and is associated with improved confidence with performing and interpreting ultrasound exams.
Background: Ultrasound is a key competency for EM residents and has numerous applications. It is not clear if residents gain sufficient experience with less frequently used ultrasound exam types through traditional teaching methods. A digital curriculum may provide additional learning opportunities and help to address these knowledge gaps.
Objectives: The primary goal was to identify current gaps in resident ultrasound education by assessing confidence in performing and interpreting various U/S studies. A secondary goal was to determine if a digital ultrasound curriculum was feasible.
Methods: This prospective observational study was performed at a 3-year EM residency program located at a level 1 trauma center in a large metropolitan area. A pre-implementation survey evaluated resident utilization and confidence with various U/S exams using multiple choice and Likert scale questions. After implementation of a digital ultrasound curriculum, which included monthly cases and self-paced modules, a post-implementation survey was conducted.
Results: There were 12 and 18 respondents in the pre and post implementation surveys respectively. In both surveys, FAST and cardiac exams had the highest confidence and utilization scores. Ocular, pelvic, DVT, and renal U/S had low pre-implementation confidence and utilization scores that increased significantly on post implementation surveys (Figures 1 and 2). Initially, PGY3’s used U/S most frequently but post-implementation PGY2’s had the highest overall usage. Overall, the digital curriculum post-implementation survey showed an 88% increase in interpretation confidence score and a 28% increase in utilization.
Conclusions: Confidence with performing and interpreting various ultrasound exams was low for infrequently used exam types and increased significantly following the implementation of a digital curriculum. These are feasible interventions and could improve knowledge of less commonly used exams.