Tele-education in point-of-care ultrasound training.

IF 3.4 Q2 Medicine Ultrasound Journal Pub Date : 2024-10-28 DOI:10.1186/s13089-024-00394-1
Reina Suzuki, William J Riley, Matthew S Bushman, Yue Dong, Hiroshi Sekiguchi
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Abstract

Background: Traditionally, ultrasound skills have been taught through a one-on-one approach, where instructors physically guide learners' hands at the bedside or in the workshop. However, this method is frequently challenged by scheduling and cost limitations. Our objective was to create a tele-education model for point-of-care ultrasound training and evaluate its effectiveness and its impact on learners' perceived workload compared to conventional education and self-directed learning methods.

Methods: We conducted a 3-arm randomized trial, comparing tele-education (TE), conventional education (CE) and self-directed learning (SL) methods. All subjects underwent online didactic lectures prior to a hands-on ultrasound workshop. The TE group utilized an ultrasound machine equipped with a speakerphone, a webcam for direct visualization of learner's hand maneuvers, and an analog-to-video converter for the real-time streaming of ultrasound images. This configuration enabled remote instructors to provide immediate verbal feedback to learners. In contrast, the CE group received in-person coaching, while the SL group had no instructors present. Following the coaching session, subjects completed a scenario-based skill test and a survey on the National Aeronautics and Space Administration task load index (NASA-TLX) to measure their ultrasound competency and perceived workload, respectively.

Results: Twenty-seven ultrasound novices were randomly allocated into 3 groups. The median skill test score of TE, CE, and SL was 22 [interquartile range (IQR): 18-28], 24 [IQR: 21-31], and 16 [IQR: 15-18], respectively (p < 0.01). Pairwise comparisons of median test scores of 3 groups demonstrated a statistical significance in comparisons of TE vs. SL (22 vs. 16, p = 0.01) and CE vs. SL (24 vs. 16, p < 0.01), but not in TE vs. CE (22 vs. 24, p = 0.56). There was no statistical significance observed in the median NASA-TLX scores among the 3 groups; 54 [IQR:47-61] in TE, 57 [IQR:22-64] in CE, and 66 [IQR: 66-72] in SL (p = 0.05).

Conclusions: Our tele-education model was more effective than self-directed learning. There was no statistically significant difference in effectiveness between the tele-education and the conventional education groups. Importantly, tele-education did not impose a significantly higher workload on learners compared to conventional education or self-directed learning. Tele-education has a substantial potential as an alternative to conventional ultrasound training.

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护理点超声波培训中的远程教育。
背景:传统上,超声波技能是通过一对一的方式传授的,即指导员在床边或车间里亲自指导学员操作。然而,这种方法经常受到时间安排和成本的限制。我们的目标是创建一种远程教育模式,用于护理点超声波培训,并评估其效果以及与传统教育和自主学习方法相比对学习者感知工作量的影响:我们进行了一项三臂随机试验,比较了远程教育(TE)、传统教育(CE)和自主学习(SL)方法。所有受试者在参加超声波实践研讨会之前都要接受在线授课。TE组使用的超声波机配备了免提电话、用于直接观察学员手部操作的网络摄像头,以及用于实时流式传输超声波图像的模拟视频转换器。这种配置使远程教师能够向学员提供即时的口头反馈。相比之下,CE 组接受的是面对面的指导,而 SL 组则没有指导人员在场。辅导课结束后,受试者完成了基于场景的技能测试和美国国家航空航天局任务负荷指数(NASA-TLX)调查,以分别测量他们的超声能力和感知工作量:27 名超声波新手被随机分为 3 组。TE、CE和SL的技能测试得分中位数分别为22[四分位间距(IQR):18-28]、24[四分位间距(IQR):21-31]和16[四分位间距(IQR):15-18]:我们的远程教育模式比自主学习更有效。远程教育组和传统教育组在效果上没有明显的统计学差异。重要的是,与传统教育或自主学习相比,远程教育并没有给学习者带来明显更高的工作量。远程教育作为传统超声培训的一种替代方式,具有很大的潜力。
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来源期刊
Ultrasound Journal
Ultrasound Journal Health Professions-Radiological and Ultrasound Technology
CiteScore
6.80
自引率
2.90%
发文量
45
审稿时长
22 weeks
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