Premium
Telepresent Focused Assessment With Sonography for Trauma Examination Training Versus Traditional Training for Medical Students: A Simulation‐Based Pilot Study
Author(s) -
Poland Scott,
Frey Jennifer A.,
Khobrani Ahmad,
Ondrejka Jason E.,
Ruhlin Michael U.,
George Richard L.,
Gothard M. David,
Ahmed Rami A.
Publication year - 2018
Publication title -
journal of ultrasound in medicine
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.574
H-Index - 91
eISSN - 1550-9613
pISSN - 0278-4297
DOI - 10.1002/jum.14551
Subject(s) - medicine , formative assessment , debriefing , summative assessment , focused assessment with sonography for trauma , confidence interval , simulation training , simulated patient , videoconferencing , medical education , educational measurement , medical physics , curriculum , simulation , multimedia , surgery , computer science , psychology , pedagogy , abdominal trauma , blunt
Objectives Telepresent education is becoming an important modality in medical education, as it provides a means for instructors to lead education sessions via videoconferencing technologies. This study aimed to compare the effectiveness of telepresent ultrasound training versus traditional in‐person ultrasound training. Methods Medical student cohorts were educated by either traditional in‐person instruction or telementoring on how to perform a focused assessment with sonography for trauma (FAST) examination. Effectiveness was evaluated by pre– and post–multiple‐choice tests (knowledge), confidence surveys, and summative simulation scenarios (hands‐on FAST simulation). Formative simulation scenario debriefings were evaluated by each student using the Debriefing Assessment for Simulation in Healthcare student version (DASH‐SV). Results Each method of instruction had significant increases in knowledge, confidence, and hands‐on FAST simulation performance ( P < .05). The collective increase in knowledge was greater for the in‐person group, whereas the improvement in FAST examination performance during simulations was greater for the telementored group. Confidence gains were comparable between the groups. The DASH‐SV scores were significantly higher for the in‐person group for each criterion; however, both methods were deemed effective via median scoring. Conclusions Telepresent education is a viable option for teaching the FAST examination to medical students.