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Australasian Society for Ultrasound in Medicine
P (61 2) 9438 2078 F (61 2) 9438 3686 E [email protected] W www.asum.com.au
ACN 001 679 161 ABN 64 001 679 161
Australian Society for Ultrasound in Medicine (ASUM)
Certificate in Point of Care Ultrasound (ACPoCUS)
Clinical Supervisor Handbook
Page 2 of 20
Australasian Society for Ultrasound in Medicine
P (61 2) 9438 2078 F (61 2) 9438 3686 E [email protected] W www.asum.com.au
ACN 001 679 161 ABN 64 001 679 161
INTRODUCTION
Thank you for considering undertaking the role of Clinical Supervisor for a candidate for the
Australasian Society for Ultrasound in Medicine (ASUM) Certificate in Point of Care Ultrasound
(ACPoCUS). This is a vital and important role that can have a significant positive outcome on the
candidate's development of knowledge and skill in the practice of safe and clinically appropriate
point of care ultrasound (PoCUS).
Included in this section is the "Definition of an ACPoCUS Holder" for your information. You are
advised and encouraged to read this to understand the overall requirements and outcomes of the
ACPoCUS.
All candidates for the ACPoCUS must nominate a Primary Clinical Supervisor(s) before they
commence supervised clinical practice as a component of the ACPoCUS certification process.
All nominated Clinical Supervisors must complete a Nomination of Clinical Supervisor Form
available from the ASUM website (www.asum.com.au). It is the candidate's responsibility to submit
the form/s to the ACPoCUS Certification Board prior to the commencement of supervised practice
for the ACPoCUS. All nominated Clinical Supervisors must be approved by the ACPoCUS
Certification Board for the purposes of the ACPoCUS certification process.
Definition of an ACPoCUS holder
The overarching aim of the ASUM Certificate in Point of Care Ultrasound (ACPoCUS) process is to
certify, as competent, those practitioners performing focussed, point of care ultrasound procedures
as an adjunct to patient clinical management, within their specific scope of practice.
Capability Statements (CS)
The broad level knowledge, skill and abilities required of a practitioner awarded the ACPoCUS
includes, but is not limited to:
1. Use and care of ultrasound equipment including: underpinning theoretical knowledge of
relevant physics and instrumentation; ultrasound bioeffects and safety issues.
2. Understanding and demonstration of psychomotor and other skills involved in producing and
recognising an accurate and valid ultrasound examination and resultant data (the
“sonographic process”).
3. Detailed anatomy, physiology and pathology as related to the ultrasound examinations
relevant to the practitioner’s area of practice.
4. Accurate recognition and evaluation of sonographic appearances and information relevant to
the practitioner’s specific area of practice including: normal anatomy; normal variants;
artifacts; abnormalities.
5. Accurate critical analysis of information and ability to determine appropriate provisional
diagnosis/diagnoses as a result of the ultrasound examination and in conjunction with other
available clinical information as relevant.
6. Recognition of any limitations of the ultrasound examination and the effect of this on patient
clinical management.
7. Ability to critically analyse findings and determine the need for further information such as:
referral for more detailed ultrasound examination and diagnosis; other diagnostic tests;
further clinical information; follow-up examinations.
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Australasian Society for Ultrasound in Medicine
P (61 2) 9438 2078 F (61 2) 9438 3686 E [email protected] W www.asum.com.au
ACN 001 679 161 ABN 64 001 679 161
8. Understanding of, and the ability to apply, any professional, ethical and legal issues that may
be particularly relevant/unique to the ultrasound processes.
9. Understanding of, and commitment to, requirements for continuing professional
development, especially as related to the use of ultrasound in their clinical practice.
10. Ability to communicate with patients/clients and colleagues in a manner that is timely,
relevant and appropriate to the circumstances.
11. Ability to record ultrasound findings in the clinical record in a timely and accurate manner to
facilitate appropriate continuity of patient care.
Overview of the ACPoCUS process (refer to relevant curriculum document for detail)
SUPERVISION REQUIREMENTS
Primary Clinical Supervisor Requirements
All ACPoCUS candidates must have access to clinical supervision during their education and
training. Candidates must nominate a suitable “Primary Clinical Supervisor” or a combination of
suitable persons to act jointly as a “Primary Clinical Supervisory team” for the duration of their
candidature.
The requirements of the Primary Clinical Supervisor(s) for each specific area of practice are defined
in the relevant curriculum document which must be provided to potential supervisors by the
Learningopportunities
Supervision&Guidance
Formative&SummativeAssessments
Candidateenrols&completes
Unit1Quiz1
FinalAssessments&Logbook
PortfolioofClinical
Competence
SubmittedtoASUMforCertification
Recordedu/s
practice
Recordedu/s
practice
evidence
Furtherlearning
evidence
Supervisor verifiesLogbook,FinalHolisticSummativeCompetenceAssessment
evidence
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Australasian Society for Ultrasound in Medicine
P (61 2) 9438 2078 F (61 2) 9438 3686 E [email protected] W www.asum.com.au
ACN 001 679 161 ABN 64 001 679 161
candidate. Supervisors would usually be expected to be a currently practising practitioner holding
one of the following:
I. Fellowship of the Royal Australian and New Zealand College of Radiology (RANZCR) or
other specialist college appropriate to the scope of practice
II. Diploma in Diagnostic Ultrasound (DDU) from ASUM, appropriate to the scope of
practice
III. Certificate in Clinician Performed Ultrasound (CCPU) as issued by ASUM in the relevant
clinical areas. The relevant CCPUs must have been obtained at least 2 years prior to
undertaking the supervisor role and the supervisor must provide a statement regarding
their on-going clinical experience in PoCUS since obtaining the CCPU (Note: this may
not be applicable to all areas of practice, please check curriculum document)
IV. An Accredited Medical Sonographer (AMS) with demonstrated experience in clinical
teaching of sonographic skills and an in-depth knowledge and understanding of the
underpinning principles of PoCUS applications (see section: AMS as Supervisor
Requirements for further details). An AMS must be a part of a supervisory team with
either one of the persons listed in points I, II and III or V
V. An experienced and appropriately qualified physician in the candidate’s broad area of
practice (for example an Emergency Medicine physician, Critical Care physician,
Rheumatologist, Obstetrician or Gynaecologist). If the physician does not hold a specific
ultrasound related qualification as detailed in points I, II and III, they must be part of a
supervisory team with a person with any of the qualifications listed in points I – IV above.
Note: In exceptional (only) circumstances where a suitable Primary Clinical Supervisor, or a
Primary Supervisory team with the above listed qualifications, cannot be found or is otherwise not
appropriate, the ACPoCUS Certification Board may, at its discretion, accept another person as
clinical supervisor or a combination of supervisors with the appropriate expertise to provide
supervision.
Candidates, in consultation with their Primary Clinical Supervisor(s), may engage other experienced
and suitably credentialed practitioners (such as an Accredited Medical Sonographer - AMS) as a
member of the Primary Supervisory team to assist in appropriate teaching and competence
assessment within their scope of practice (for example scanning competence). All practitioners
involved in clinical supervision of a candidate who will be responsible for any assessment or
verification of practice must be approved by the ACPoCUS Certification Board prior to the
commencement of the clinical supervision.
Candidates should ensure that all nominated Clinical Supervisors have been provided with a copy
of the ACPoCUS curriculum document, relevant to the candidate’s scope of practice, and any
applicable Standards of Practice documents.
The Primary Clinical Supervisor(s) must be able to comment authoritatively and objectively on the
candidate's clinical practice and competence. The Primary Clinical Supervisor(s) is expected to be
working predominantly within the candidate's usual workplace and be available for direct
access/advice when required.
Primary Clinical Supervisor(s) should ideally display the following characteristics:
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ACN 001 679 161 ABN 64 001 679 161
be an enthusiastic clinical teacher
be approachable and easily accessible
be a good communicator
be willing and able to provide constructive feedback
be willing and able to submit assessments promptly.
All nominated supervisors must complete a Clinical Supervisor Form (Appendix 1) verifying that
they agree to undertake the supervision and have read and agreed to fulfil the Supervisor
Responsibilities.
It is the candidate’s responsibility to ensure the Clinical Supervisor Form/s is/are submitted to
ASUM at the beginning of their candidature. The ACPoCUS Certification Board will confirm with
the candidate and nominated supervisor/s if the nomination/s is/are acceptable to the ACPoCUS
Certification Board.
Any proposed changes to the arrangements for clinical supervision must be notified to the
ACPoCUS Certification Board for approval as soon as possible.
Candidates may choose to have some of their formative and/or summative assessments
undertaken in a simulation environment (if within the specific requirements of the core unit as
detailed in the relevant curriculum document). The simulation may be in the workplace on “model”
patients or may be in a purposeful education facility.
Persons who undertake the role of assessor, or are verifying Logbook entries performed in
simulation only, and are not involved in an on-going clinical supervisor role, do not need to be
individually approved by the ACPoCUS Certification Board. Such assessors do need to meet the
requirements as detailed in the Primary Clinical Supervisor Requirements of this document.
AMS as Supervisor Requirements
An Accredited Medical Sonographer (AMS) may be a member of the Primary Supervisory team to
assist in appropriate teaching and competence assessment within their scope of practice (for
example scanning competence but not diagnosis and/or report writing).
Unless exceptional circumstances exist, and has been approved by the ACPoCUS Certification
Board, a suitable Accredited Medical Sonographer (AMS) for the purposes of the Primary
Supervisory team, would be required to:
1. have a minimum of three years full-time equivalent experience as an AMS
2. have extensive experience and/or qualifications in clinical supervision and
assessment in the clinical ultrasound setting. Evidence must be submitted to
demonstrate this (eg Certificate IV or Graduate Certificate in workplace assessment
or equivalent tertiary education; certificate of completion of a suitable
examiner/assessor workshop such as offered by ASUM or equivalent; letter of
appointment as a tutor sonographer or university clinical supervisor and/or assessor
in ultrasound)
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ACN 001 679 161 ABN 64 001 679 161
3. have a willingness to undertake the role and an understanding of the responsibilities
involved
4. complete a Nomination of Clinical Supervisor form.
Responsibilities of Clinical Supervisors
The key responsibilities of Clinical Supervisors include:
providing appropriate advice and guidance to the candidate on the development of the
candidate's knowledge and skill in point of care ultrasound.
accepting the candidate's nomination as a Clinical Supervisor.
ensuring the requirements of the Clinical Supervisor are met in terms of qualifications,
availability and attitude.
completing in a timely manner the forms required to be submitted to ASUM for the Clinical
Supervisor to be accepted as suitable by the ACPoCUS Certification Board.
verifying entries in the clinical practice record log. This may be done by any of the
accepted Clinical Supervisors.
undertaking and/or helping to facilitate competence assessments of the candidate in a
timely manner according to the specific curriculum, including formative, summative and
final assessments
notifying the candidate in a timely manner if the Clinical Supervisor is unable to continue
in the supervisory role and, if possible, assisting the candidate in making other suitable
arrangements. Any proposed changes to the arrangements for clinical supervision must
be notified to the ACPoCUS Certification Board for approval as soon as possible.
Clinical Supervisors should note that the ACPoCUS Certification Board has the overall responsibility
for making recommendations to the ASUM Council regarding those candidates deemed to have
been successful in the ACPoCUS. Where the ACPoCUS Certification Board has insufficient or
conflicting information regarding a candidate's clinical competence, the Certification Board retains
the right to seek further information (e.g. further assessments which may or may not be performed
by an independent assessor appointed by ASUM for the purpose or the requirement for the
candidate to attend a specific education/training program).
To most effectively provide the candidate with educational assistance, the Primary Clinical
Supervisor(s) should:
1. Ensure that the candidate is provided with appropriate practical instruction whether
the training is provided by them or another nominated person, or by access to a
suitable training program
Formative = assessment is for education and development purposes and includes teaching and feedback components
Summative = assessment is part of the formal evaluation of the candidate’s competence contributing to certification
outcomes
Final = overall assessment of safe, integrated professional practice relevant to PoCUS context for certification processes
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ACN 001 679 161 ABN 64 001 679 161
2. Provide ongoing and appropriate assessment to enable the candidate to meet the
professional requirements and skills specified in the relevant ACPoCUS curriculum
3. Notify the ACPoCUS Certification Board if, at any time, serious concerns are raised
about the candidate's ability to perform their duties in point of care ultrasound in a
professional and competent manner consistent with their stage of training
4. Encourage the candidate to undertake self-assessment and self-reflection of their
clinical ultrasound practice and knowledge.
COMPETENCE ASSESSMENTS
The award of a ACPoCUS is based on a candidate demonstrating a level of competence in the core
clinical applications of ultrasound appropriate to the clinical scope of practice. The Competence
Framework is included at the end of this document.
Overall competence as a practitioner of PoCUS is determined, by ASUM, by assessment of multiple
items of evidence related to the core knowledge, skills and abilities required to use ultrasound safely
and efficiently to enhance patient clinical management.
Aim
The aim of the Portfolio of Clinical Competence unit is for the candidate to be eligible for certification
as a PoCUS practitioner through submission of a portfolio of evidence verifying that they meet the
defined capabilities as defined in the curriculum relevant to the candidate’s scope of practice.
Requirements
The candidate develops and maintains a portfolio of evidence throughout their education and
training in PoCUS. On completion of all the required assessments, as detailed in the relevant
curriculum document, the candidate submits the portfolio of evidence and seeks the award of the
ASUM Certificate in Point of Care Ultrasound (ACPoCUS).
The completed Portfolio of Clinical Competence, for submission, will consist of:
o Evidence of attendance at relevant formal teaching and learning experiences
o Clinical record log verifying required scan numbers/types for all core clinical units (as
defined in the relevant curriculum)
o Completed formative and summative assessments for Unit 2: Needle Guidance
Techniques, with the final summative assessment being at the Advanced Beginner level
o Completed formative and summative clinical assessments for each specified core
clinical unit with final summative assessment for each core unit at “competent” level
o Completed final holistic summative competence assessment by supervisor or
other approved person at “competent” level
As defined in the Competence Framework section of this document and the Competence Table at Appendix 2
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ACN 001 679 161 ABN 64 001 679 161
o Evidence of satisfactory level of achievement of the following:
Fundamentals of US Practice quizzes x 3
Case-based scenario analysis quiz x 1 for each core clinical unit (as defined
in the relevant curriculum)
Final holistic on-line interpretive, case-based scenario analysis quiz
Where there are significant discrepancies in the level of achievement/competence in any area of
assessment, ASUM reserves the right to require the candidate to undergo additional assessment
prior to determining the final outcome. Additional assessments may be further competence
assessment/s undertaken by independent, ASUM appointed assessors and/or the candidate may
be asked to present for a case-based oral assessment.
Further, where there are significant discrepancies in the level of achievement/competence in any
area of assessment, and the candidate is unable to demonstrate recent (previous 2-3 years)
attendance at relevant ASUM endorsed formal teaching and learning programs, ASUM reserves
the right to require the candidate to undergo additional education at a relevant ASUM endorsed (or
specified) formal teaching and learning program prior to submitting further assessments for
consideration.
Clinical record log (Logbook)
Candidates must maintain a record of all clinical ultrasound practice in the form of a clinical record
log (logbook), as part of their portfolio of clinical competence. The required number and types of
cases to be performed are as defined in the relevant curriculum. All clinical ultrasound practice, as
recorded in the logbook must be verified by a Primary Clinical Supervisor.
The role of a Primary Clinical Supervisor includes verifying the content submitted in the Logbook as
having occurred under their supervision (can be direct or indirect, at the Supervisor’s discretion,
dependent on the stage of the candidate’s development and learning). The logbook must be
accompanied by a Primary Clinical Supervisor Verification Declaration (available from the ASUM
website).
Supervisors are reminded to consider patient safety as a primary principle when determining the
appropriate level of direct/indirect supervision. Supervisors are reminded of their responsibilities
under the Australian Health Practitioner Regulation National Law (National Law) that requires
practitioners, employers and education providers to report ‘notifiable conduct’, as defined in section
140 of the National Law, to the Australian Health Practitioner Regulation Agency (AHPRA), in order
to prevent the public being placed at risk of harm.
One component of “notifiable conduct” is where any registered practitioner has reasonable belief
that another practitioner has “placed the public at risk of harm because the practitioner has
practised the profession in a way that constitutes a significant departure from accepted professional
standards”. The term ‘accepted professional standards’ requires knowledge of the professional
standards that are accepted within the health profession and a judgement about whether there has
As defined in the Teaching and Learning Experiences section of the Candidate’s Education and Clinical Experience
Handbook
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ACN 001 679 161 ABN 64 001 679 161
been a significant departure from them (http://www.medicalboard.gov.au/Codes-Guidelines-
Policies/Guidelines-for-mandatory-notifications.aspx - accessed 16 July 2017).
COMPETENCE FRAMEWORK
What is “competence”?
The medical education literature offers various definitions and frameworks for describing
“competencies”, “competence” and “performance”, and the means of assessing these expectations
in a feasible and meaningful way. In 2011 Boursicot et al published “Performance in Assessment:
Consensus statement and recommendations from the Ottawa conference”. The consensus
statement describes competence as being what an individual is “able to do” while performance
refers to what the person “actually does” in clinical practice.
Khan et al (2012) explores the definitions further and defines “competency” as the skill and
“competence” as the attribute of a person. Competence is considered as a point on the spectrum of
improving “performance”.
“Performance” can be either observed or unobserved (actual), and in the workplace or in a
simulated environment. Performance of a clinical skill or set of skills, such as PoCUS, is a complex
construct which is affected by many factors and composed of many elements including
knowledge/cognitive skills, psychomotor skills, problem-solving and interpretive skills, and attitudes
(including other aspects of professional practice such as communication and team-work).
Epstein (2002 p226) defines competence in clinical contexts as “the habitual and judicious use of
communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in
daily practice for the benefit of the individual and community being served”.
Khan et al (2012) provide a modified version of a curve of improving performance, adapted to
healthcare, based on the Dreyfus and Dreyfus (1980) model and the ten Cate et al (2010) model.
FIGURE 1: From Khan et al (2012)
This modified curve (Khan et al 2012) demonstrates increasing levels of performance with
increasing levels of training and “deliberate practice”. Note that for practitioners to reach the level of
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ACN 001 679 161 ABN 64 001 679 161
“competence” they require specific training in combination with deliberate practice. Beyond the
competence level with increasing levels of performance, to expert and master levels, much of the
increase in performance levels comes from deliberate practice.
In the PoCUS context, education such the background theoretical knowledge specific to ultrasound
practice, development of psychomotor skills, and the integration of theoretical and practical
elements of practice can all be taught, to a large extent, outside the workplace environment.
The fundamental principle of competency/performance based education though is that
learners are only certified as competent in those skills that they demonstrate they can
perform independently and safely.
Frameworks have been developed to take into consideration the context of the clinical environment and the practitioner’s ability to adapt and perform competently in changing and challenging clinical contexts (ten Cate 2015). Ultimately the assessment of competence is directly linked to patient safety outcomes. The International Federation for Emergency Medicine Point of Care Ultrasound Curriculum (Atkinson et al, 2015) and Ilgen et al (2015) propose a similar concept called the “Global rating scale” to assess overall good clinical practice, in conjunction with assessments of specific competencies throughout a practitioner’s training and development. Assessment of clinical skills is used to determine if a practitioner has demonstrated competence at
a level where they are deemed safe to practise the activity/skill/procedure without supervision.
Competencies are directly mapped to the specific skills/tasks involved in the particular clinical
context and the relevant question to be answered is: “does this person have the requisite
competencies and attitude to carry out the task that is demanded” (without on-going
supervision). In areas such as PoCUS this involves integration of multiple competencies from
several domains (cognitive, psychomotor skills, interpretive skills, patient care and professional
communication).
The curriculum for an individual PoCUS area of practice (including Critical Care, Rheumatology, Emergency Medicine) expresses all the activities (core units) a competent practitioner, in the area of practice, is expected to be able to do. Being deemed at a level where on-going supervision is not required for all core units (the competence level), along with satisfactory results in other assessments, would lead to the award of the ACPoCUS in the defined scope of practice. Overall assessment based on multiple information sources is used to increase validity, reliability and consistency of final certification decision-making (Harrison, 2015).
Contact
If you require any further information on supervising a candidate for the ACPoCUS please contact:
ASUM ACPoCUS Coordinator
Suite 501, 11 Help Street
CHATSWOOD
NSW 2067
AUSTRALIA
Phone: 02 9438 2078 Fax: 02 9438 3686 Email: [email protected]
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Australasian Society for Ultrasound in Medicine
P (61 2) 9438 2078 F (61 2) 9438 3686 E [email protected] W www.asum.com.au
ACN 001 679 161 ABN 64 001 679 161
References Atkinson, P., Bowra, J., Lambert, M., Lamprecht, H., Noble, V. & Jarman, B., 2015, International
Federation for Emergency Medicine point of care ultrasound curriculum, CJEM, 17(2), pp. 161-70 Boursicot, K., Etheridge, L., Setna, Z., Sturrock, A., Ker, J., Smee, S. & Sambandam, E., 2011,
Performance in assessment: consensus statement and recommendations from the Ottawa conference, Medical teacher, 33(5), pp. 370-83
Epstein, R.M. & Hundert, E.M., 2002, Defining and Assessing Professional Competence, JAMA,
287(2), pp. 226-35 Harrison, G., 2015, Ultrasound clinical progress monitoring: Who, where and how? Ultrasound,
23(4), pp. 197-203 Ilgen, J.S., Ma, I.W., Hatala, R. & Cook, D.A., 2015, A systematic review of validity evidence for
checklists versus global rating scales in simulation-based assessment, Medical education, 49(2), pp. 161-73
Khan, K. & Ramachandran, S., 2012, Conceptual framework for performance assessment:
competency, competence and performance in the context of assessments in healthcare--deciphering the terminology, Medical teacher, 34(11), pp. 920-8
ten Cate, O., Snell, L. & Carraccio, C., 2010, Medical competence: the interplay between individual
ability and the health care environment, Medical teacher, 32(8), pp. 669-75 ten Cate, O., Chen, H.C., Hoff, R.G., Peters, H., Bok, H. & van der Schaaf, M., 2015, Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99, Medical teacher, 37(11), pp. 983-1002
APPENDIX 1 Supervisor nomination forms – To be developed and inserted.
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APPENDIX 2 Competence Assessment Forms
ASUM ACPoCUS Formative/Summative Competence Assessment Form
Note: This assessment tool MUST be used in conjunction with the ASUM Standards of Practice for the relevant area of practice, as published in the applicable ACPoCUS Curriculum, and the Competence Table provided at the end of this document. It is the Candidate’s responsibility to ensure the assessor has been provided with a copy of the relevant curriculum/Standards of Practice document/s along with this form.
Candidate: ______________________________________________ ID: __________________
Assessor: ______________________________________________
Assessor’s role/qualifications1: ______________________________________________________
Area of practice (for example AAA, E-FAST, ELS, Rheumatology etc):
_______________________________________________________________________________
Date of assessment: __________________________________
Assessment type: □ Formative (feedback & teaching given during assessment for education) □ Summative (prompting allowed but teaching not given during assessment) Number of assessment for this area of practice (please circle): Formative 1 2 3 4 Summative 1 2 3 4 Number of cases for this area of practice recorded in clinical record log at time of assessment (to be sighted by assessor). Please circle: 0 10 20 30 40+
Competent Minor prompting
Significant prompting
Not yet competent
Patient care and communication (suitable to clinical context)
Example cues:
Patient prepared, positioned correctly
Adequate explanation to patient, consent obtained
Correct entry of patient details
Due regard to patient care and comfort at all times
Effective and appropriate communication
1 If the assessor is the candidate’s approved Clinical Supervisor write “approved supervisor”. If the assessor is another
eligible person (as defined in the curriculum, please indicate qualifications here).
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Competent Minor prompting
Significant prompting
Not yet competent
Checked clinical indications and other relevant information
Understood implications of clinical history/indications
Preparation of equipment
Example cues:
Lights dimmed if possible
Selected appropriate probe
Changed probe as needed
Selected appropriate presets
Image acquisition
Example cues
Recognised and described relevant anatomy
Acquired complete image/data set as required by applicable Standards of Practice
Performed accurate measurements as required by Standards of Practice
Understood rationale for, and implications of, measurements
Labelled and stored images appropriately as required by Standards of Practice
Image optimisation
Example cues:
Manipulated equipment controls appropriately to ensure accuracy of information
Identified and explained image artifacts and tried to eliminate if needed
Image interpretation
Example cues:
Identified and adequately documented abnormalities, anomalies and variants applicable to PoCUS context and the applicable Standards of Practice
Discussed findings and interpretation of findings accurately
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Competent Minor prompting
Significant prompting
Not yet competent
Clinical integration
Example cues:
Documented examination and findings adequately in patient’s clinical record
Accurately determined if clinical question (the focus of the examination) had been answered in the positive, negative or was equivocal.
Described and analysed implications of examination findings on patient clinical management
Identified and analysed limitations of examination and the implications for patient clinical management
Post examination
Example cues:
Cleaned probe and relevant equipment adequately
Stored ultrasound machine and probes safely and correctly
COMMENTS Feedback of particularly effective/satisfactory performance:________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Areas for suggested improvement/development/further education: __________________________
_______________________________________________________________________________
_______________________________________________________________________________
For this scan type, the candidate requires (please tick relevant statement):
□ Direct supervision at all times
□ Significant prompting and supervision for safe practice
□ Minimal prompting and supervision for safe practice
□ Does not require prompting or supervision for safe practice
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For summative assessment only:
At this time, for this scan type, I would place the candidate at the level of (please circle appropriate
response) as defined in the attached Competence Table:
Incompetent
Novice
Advanced beginner
Competent
Proficient
I do / do not believe the candidate performs at this level consistently.
Assessor Signature: ___________________________________________
Candidate Signature: ___________________________________________
Date:
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ASUM ACPoCUS FINAL (Holistic) Summative Competence Assessment Form Note: This assessment tool MUST be used in conjunction with the ASUM Standards of Practice for the relevant area of practice, as published in the applicable ACPoCUS Curriculum, and the Competence Table provided at the end of this document. It is the Candidate’s responsibility to ensure the assessor has been provided with a copy of the relevant curriculum/Standards of Practice document/s along with this form.
Candidate: ______________________________________________ ID: _____________
Assessor: ______________________________________________
Assessor’s role/qualifications2: ________________________________________________
Area of practice (for example AAA, EFAST, ELS, Rheumatology etc): _________________
Date of assessment: __________________________________
Assessor’s note: Please rate the candidate’s overall performance in the area of focussed/point of care ultrasound in the relevant area of practice. The assessment is to rate the candidate’s performance across the core clinical areas of the area of practice as defined in the relevant curriculum (for example for Emergency Medicine the core areas are AAA, EFAST and ELS).
Competent Minor prompting required
Significant prompting required
Not yet competent
Patient care and communication (suitable to clinical context)
Example cues:
Effective and appropriate communication demonstrated at all times
Due regard to patient care and comfort at all times
Understands implications of clinical history/indications on PoCUS examination
Image acquisition skill, including correct use of equipment
Example cues
Knows relevant sonographic anatomy
Acquires complete image/data sets as required by applicable Standards of Practice
Performs accurate measurements as required by Standards of Practice
2 If the assessor is the candidate’s approved Clinical Supervisor write “approved supervisor”. If the assessor is another
eligible person (as defined in the curriculum, please indicate qualifications here).
Page 18 of 20
Australasian Society for Ultrasound in Medicine
P (61 2) 9438 2078 F (61 2) 9438 3686 E [email protected] W www.asum.com.au
ACN 001 679 161 ABN 64 001 679 161
Competent Minor prompting required
Significant prompting required
Not yet competent
Understands rationale for, and implications of, measurements
Manipulates equipment controls correctly
Understands implications of image artifacts
Image interpretation ability
Example cues:
Identifies and adequately documents abnormalities, anomalies and variants applicable to PoCUS context and the applicable Standards of Practice
Discusses interpretation of findings accurately
Clinical integration ability
Example cues:
Documents examination and findings adequately in patient’s clinical record
Accurately determines if clinical question (the focus of the examination) has been answered in the positive, negative or was equivocal.
Describes and analyses implications of examination findings on patient clinical management
Identifies and analyses limitations of examination and the implications for patient clinical management
Demonstrable understanding of role and limitations of PoCUS in the specific scope of practice
COMMENTS ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________
Page 19 of 20
Australasian Society for Ultrasound in Medicine
P (61 2) 9438 2078 F (61 2) 9438 3686 E [email protected] W www.asum.com.au
ACN 001 679 161 ABN 64 001 679 161
The candidate requires (please tick relevant statement):
□ Direct supervision at all times
□ Significant prompting and supervision for safe practice
□ Minimal prompting and supervision for safe practice
□ Does not require prompting or supervision for safe practice
In considering the candidate’s performance of the core PoCUS applications in the
area of (for example Emergency Medicine, Rheumatology, Neonatal)
__________________________:
At this time, for PoCUS in this area of practice, I would place the candidate at the level of
(please circle appropriate response) as defined in the attached Competence Table:
Incompetent
Novice
Advanced beginner
Competent
Proficient
I do / do not believe the candidate performs at this level consistently.
Assessor Signature: ____________________________________________
Candidate Signature: ___________________________________________
Date:
Page 20 of 20
Australasian Society for Ultrasound in Medicine
P (61 2) 9438 2078 F (61 2) 9438 3686 E [email protected] W www.asum.com.au
ACN 001 679 161 ABN 64 001 679 161