Implementation and assessment of a curriculum for bedside ultrasound training.
OBJECTIVE
This study assessed a curriculum for bedside ultrasound (US) and compared outcomes from 2 common training pathways.


METHODS
The program consisted of e-learning paired with expert-led hands-on training administered to pulmonary/critical care and cardiology fellows with no prior formal training in bedside US. This "simulation-based learner" group completed a survey of attitudes and confidence before and after training, and knowledge and skills were assessed after training. The surveys and scores of the simulation-based learners were compared to the scores of "experts," who were US-trained emergency physicians, and "apprentice learners," who were intensivist physicians informally trained in bedside US on the job during fellowships.


RESULTS
There was a significant difference in the self-reported level of prior training between the groups (simulation-based learners, 2.8; apprentice learners, 3.7; experts, 4.1, on a scale of 1-5 [P= .02]) but no difference in the interest level or perceived importance of bedside US. The study curriculum was successful, as shown by scores that exceeded the comparison groups in the cardiac and pulmonary courses (cardiac: simulation-based learners, 80%; apprentice learners, 73%; experts, 62% [P= .001]; pulmonary: 84%, 75%, and 72%, respectively [P =.02]). The simulation-based learners gained confidence in skills, whereas the comparison groups lost confidence after testing (P < .005); however, the simulation-based learners gained confidence in US subject areas that were not taught (abdomen [P <.002] and miscellaneous [P =.005]).


CONCLUSIONS
The simulation-based learner curriculum resulted in comparable or greater knowledge and confidence in each area of US versus the comparison groups. Findings of overgeneralization of confidence highlight the importance of quality assurance and supervision in bedside US training programs.
Department of Medicine, Division of Pulmonary and Critical Care, University of California, Los Angeles, California USA (E.E.T., M.R.); Department of Emergency Medicine, University of California, Irvine, California USA (J.C.F., C.A.); University of California, Irvine, California USA (A.A.); and University of California, Santa Barbara, California USA (S.R.) liz.turner@mac.com.
Elizabeth E
EE
Turner
Department of Medicine, Division of Pulmonary and Critical Care, University of California, Los Angeles, California USA (E.E.T., M.R.); Department of Emergency Medicine, University of California, Irvine, California USA (J.C.F., C.A.); University of California, Irvine, California USA (A.A.); and University of California, Santa Barbara, California USA (S.R.).
J Christian
JC
Fox
Department of Medicine, Division of Pulmonary and Critical Care, University of California, Los Angeles, California USA (E.E.T., M.R.); Department of Emergency Medicine, University of California, Irvine, California USA (J.C.F., C.A.); University of California, Irvine, California USA (A.A.); and University of California, Santa Barbara, California USA (S.R.).
Mark
M
Rosen
Department of Medicine, Division of Pulmonary and Critical Care, University of California, Los Angeles, California USA (E.E.T., M.R.); Department of Emergency Medicine, University of California, Irvine, California USA (J.C.F., C.A.); University of California, Irvine, California USA (A.A.); and University of California, Santa Barbara, California USA (S.R.).
Angela
A
Allen
Department of Medicine, Division of Pulmonary and Critical Care, University of California, Los Angeles, California USA (E.E.T., M.R.); Department of Emergency Medicine, University of California, Irvine, California USA (J.C.F., C.A.); University of California, Irvine, California USA (A.A.); and University of California, Santa Barbara, California USA (S.R.).
Sasha
S
Rosen
Department of Medicine, Division of Pulmonary and Critical Care, University of California, Los Angeles, California USA (E.E.T., M.R.); Department of Emergency Medicine, University of California, Irvine, California USA (J.C.F., C.A.); University of California, Irvine, California USA (A.A.); and University of California, Santa Barbara, California USA (S.R.).
Craig
C
Anderson
D003479:Curriculum; D004521:Educational Measurement; D007396:Internship and Residency / Q000458:organization & administration*; D009518:New York; D019095:Point-of-Care Systems; D000067716:Point-of-Care Testing; D011871:Radiology / Q000193:education*; D013663:Teaching / Q000379:methods; D014463:Ultrasonography
bedside ultrasound; confidence; curriculum; simulation learning; training; ultrasound education