A N OVEL U LTRASOUND C URRICULUM F OR T EACHING T HE F OCUSED A SSESSMENT W ITH S ONOGRAPHY I N T RAUMA E XAM T O U NDERGRADUATE M EDICAL S TUDENTS Trevor Gessel, BS, Daniel Cieslak, BS, BA, Richmond Doxey, BS, Mary Beth Phelan, MD, RDMS, Caroline Pace, MD O VERVIEW I NTRODUCTION M ATERIALS AND M ETHODS R ESULTS C ONCLUSION I NTRODUCTION Ultrasound curriculum needed in Medical School Ubiquity among specialties Operator-dependent skill Students have shown interest Undergraduate medical education ultrasound training Quantity? Components? FAST exam Right upper quadrantSubxiphoid Left upper quadrant Suprapubic Inside_a_classroom_of_a_school_in_Kabul.jpg 2 nd Year Medical Students M ATERIALS AND M ETHODS Online Modules Society for Ultrasound in Medical Education (SUSME) Didactic Sessions 2 one-hour sessions Training Session Live model Normal exam M ATERIALS AND M ETHODS Simulation Session UltraSim from MedSim Abnormal exam (positive findings) Final Competency Exam Simulator (abnormal) exam Live (normal) exam M ATERIALS AND M ETHODS Data Collection Participant surveys Previous experience and Interest Satisfaction and Confidence Analysis Surveys Performance on Final Competency Exam Did not Respond, n=182 Declined to Participate, n=3 Completed Modules, n=12 Lost to Follow-up, n=1 No-Showed, n=10 Declined to Participate, n=0 Recruitment n=208 Introductory Session n=23 Online Modules n=13 FAST Didactic Sessions n=12 Training Session for the Normal FAST Exam n=12 Final Competency Exam n=12 Simulation Session for the Abnormal FAST Exams n=12 Completed Session, n=12 Did Not Complete Session, n=0 R ESULTS Didactic Session 1 Didactic Session 2 Hands-On Session Simulation Session Final Exam R ESULTS - C ONFIDENCE Didactic Session 1 Didactic Session 2 Hands-On Session Simulation Session Final Exam Didactic Session 1 Didactic Session 2 Hands-On Session Simulation Session Final Exam Didactic Session 1 Didactic Session 2 Hands-On Session Simulation Session Final Exam Didactic Session 1 Didactic Session 2 Hands-On Session Simulation Session Final Exam R ESULTS - C OMPETENCE Live Model Exam Simulator Exam PGY1 PGY2 PGY3 C ONCLUSIONS Successfully taught basic sonography skills Students generally satisfied with the curriculum Multiple strategies successful in ultrasound curricula Hands-on experience is vital Questions? 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Time to integrate ultrasound into medical school curricula. Emerg Med News 2010; 32: 3, 18. Davis DP, Campbell CJ, Poste JC, Ma G. The association between operator and accuracy of ultrasonography performed by novice emergency physicians. J Emerg Med 2005; 29: Kessler C, Bhandarkar S. Ultrasound training for medical students and internal medicine residents a needs assessment. J Clin Ultrasound 2010; 38: Gogalniceanu P, Sheena Y, Kashef E, et al. Is basic emergency ultrasound training feasible as part of standard undergraduate medical education? J Surg Ed 2010; 67: Hoppmann RA, Rao VV, Poston MB, et al. An integrated ultrasound curriculum (iUSC) for medical students: 4-year experience. Crit Ultrasound J 2011; 3:1-12. R EFERENCES Arger PH, Schultz SM, Sehgal CM, Cary TW, Aronchick J. Teaching medical students diagnostic sonography. J Ultrasound Med 2005; 24: Benninger B, Corbett R, Delamarter T. Teaching a sonographically guided invasive procedure to first-year medical students using a novel finger transducer. J Ultrasound Med 2013; 32: Fox JC, Chiem AT, Rooney KP, Maldonado G. Web-based lectures, peer instruction and ultrasound-integrated medical education. Med Educ 2012; 46: Lanoix R, Baker WE, Mele JM, Dharmarajan L. Evaluation of an instructional model for emergency ultrasonography. Acad Emerg Med 1998; 5: Knudson MM, Sisley AC. Training residents using simulation technology: experience with ultrasound for trauma. J Trauma 2000; 48: Damewood S, Jeanmonod D, Cadigan B. Comparison of a multimedia simulator to a human model for teaching FAST exam image interpretation and image acquisition. Acad Emerg Med 2011; 18: Bahner DP, Jasne A, Boore S, Mueller A, Cortez E. The ultrasound challenge: a novel approach to medical student ultrasound education. J Ultrasound Med 2012; 31: N EXT S TEPS Currently repeating the curriculum Added quizzes Board-style questions Proper position/use Images negative and positive findings Increased hands-on teaching Increased # of sessions more experience