Point of care Ultrasound (POCUS) Curriculum: A Needs Assessment
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Publication Date
2024
Keywords
oregon, oaa 2024
Disciplines
Medical Education
Abstract
Background: The ACGME, in the most recent changes, has implemented that all Family Medicine programs are to include ultrasound or POCUS training. We have historically had residents with an interest in POCUS who have completed self-directed learning but have not yet formed a formal curriculum. Objective: To assess the educational needs for a POCUS curriculum using a needs assessment survey which included current residents and faculty Methods: Utilizing guidance from AAFP regarding proposed training topics and structuring a curriculum utilizing Kern’s 6 step curriculum design, a survey of eight-questions was submitted to faculty and residents. The focus was to assess the respondents, role within the residency, experience in POCUS, where experience was gained, which scans or systems are most meaningful, number of scans preformed in the last 3 months and barriers in competency and practicing. Results: 23 total respondents; 10 faculty and 13 residents responded to the survey. 69% of respondents selected being extremely interested or very interested in learning additional POCUS skills. 90% of respondents selected being somewhat familiar or less when assessing their experience. Most acquired experience came from medical school, online training courses, and faculty development courses. 95% of respondents selected POCUS as a tool that should be utilized in practice. When assessing recent usage in the last 3 months; 5% responded to 0 scans, 45% 1-3 scans, 15% 4-9 scans, and 15% 10+ scans. Respondents selected OBGYN, MSK/soft tissue, bladder scan, and volume assessment as the most important scans to achieve proficiency in. The biggest barrier to integration, agreed upon by 86% of respondents, was lack of confidence in obtaining the correct image followed by an inability to interpret images and the lack of an ultrasound pathway or curriculum to obtain and maintain POCUS practice and skills. Conclusion: The importance of POCUS training was widely agreed upon although our internal skill, usage and experience vary. Understanding the barriers to perceived competency and curriculum efforts can be made to improve confidence in image acquisition and interpretation through a structured curriculum to improve collective POCUS skill. Next steps: • Using previously successful curriculum development methods, a POCUS curriculum will be implemented in 2 to 3 years implementing didactic, hands on and • independent learning styles with a focus on OBGYN, POCUS, bladder, and volume assessment. • Efforts will be made to train internal faculty to have expertise to train residents and faculty • Enhance and form relationships across disciplines who utilize POCUS • Dr. Bin Chen PGY-2 will continue the implementation of preliminary curriculum development • Post implementation survey
Specialty/Research Institute
Graduate Medical Education
