Ryo Yamamoto1, David Clanton2, Ross E Willis3, Rachelle Babbitt Jonas3, Ramon F Cestero3. 1. Department of Surgery, University of Texas Health Science Center at San Antonio, San Antonio, Texas. Electronic address: ryo.yamamoto@gmail.com. 2. Department of Anesthesia, University of Texas Health Science Center at San Antonio, San Antonio, Texas. 3. Department of Surgery, University of Texas Health Science Center at San Antonio, San Antonio, Texas.
Abstract
OBJECTIVE: Focused transthoracic echocardiography (FTTE) is an emerging tool in the management of critically ill patients, but the lack of adequate training models has limited the expansion of this technology. Although basic FTTE training courses have been shown to be sufficient in developing echocardiography skills, limited data exist regarding skill retention. In an effort to develop an adequate FTTE training model, we sought to determine the degree of skill retention after FTTE training. DESIGN: A prospective, observational study. SETTING: An academic center. PARTICIPANTS: Surgical residents and medical students: 31 subjects were enrolled from February to June 2016. RESULTS: Participants underwent a 2-hour FTTE course including didactics and a hands-on session measuring ejection fraction of left ventricle (LV) and inferior vena cava (IVC) diameter. Written knowledge and performance examinations applying FTTE were conducted before the course, immediately after, and at 1- and 3-month intervals, which were evaluated on a 0 to 9 scale and analyzed with paired t-tests. Performance examination scores obtaining the LV and IVC views preinitial and postinitial training increased from 1.7 to 6.5 (LV) and from 2.0 to 6.8 (IVC) (p < 0.01), decreased to 5.0 and 4.8, respectively, at 1 month (posttraining vs 1 month, p < 0.01), and did not significantly change at 3 months (5.4 and 5.0, respectively). Written examination scores increased from 42% to 62% (pretraining vs posttraining, p < 0.01), decreased to 48% in 1 month (posttraining vs 1 month, p < 0.01), and further decreased to 34% at 3 months (1 month vs 3 month, p < 0.01). CONCLUSIONS: Although a short training course appears sufficient to impart basic FTTE skills and knowledge, skills are significantly decayed at 1 month and knowledge continually decreases at 1 and 3 months. Future FTTE training models should consider the rapid degradation of knowledge and skills in determining frequency of refresher training and ongoing evaluation.
OBJECTIVE: Focused transthoracic echocardiography (FTTE) is an emerging tool in the management of critically illpatients, but the lack of adequate training models has limited the expansion of this technology. Although basic FTTE training courses have been shown to be sufficient in developing echocardiography skills, limited data exist regarding skill retention. In an effort to develop an adequate FTTE training model, we sought to determine the degree of skill retention after FTTE training. DESIGN: A prospective, observational study. SETTING: An academic center. PARTICIPANTS: Surgical residents and medical students: 31 subjects were enrolled from February to June 2016. RESULTS:Participants underwent a 2-hour FTTE course including didactics and a hands-on session measuring ejection fraction of left ventricle (LV) and inferior vena cava (IVC) diameter. Written knowledge and performance examinations applying FTTE were conducted before the course, immediately after, and at 1- and 3-month intervals, which were evaluated on a 0 to 9 scale and analyzed with paired t-tests. Performance examination scores obtaining the LV and IVC views preinitial and postinitial training increased from 1.7 to 6.5 (LV) and from 2.0 to 6.8 (IVC) (p < 0.01), decreased to 5.0 and 4.8, respectively, at 1 month (posttraining vs 1 month, p < 0.01), and did not significantly change at 3 months (5.4 and 5.0, respectively). Written examination scores increased from 42% to 62% (pretraining vs posttraining, p < 0.01), decreased to 48% in 1 month (posttraining vs 1 month, p < 0.01), and further decreased to 34% at 3 months (1 month vs 3 month, p < 0.01). CONCLUSIONS: Although a short training course appears sufficient to impart basic FTTE skills and knowledge, skills are significantly decayed at 1 month and knowledge continually decreases at 1 and 3 months. Future FTTE training models should consider the rapid degradation of knowledge and skills in determining frequency of refresher training and ongoing evaluation.
Keywords:
Medical Knowledge; Patient Care; Practice-Based Learning and Improvement; bedside ultrasound; critical care ultrasound; echocardiography; ultrasound training
Authors: Dana Sall; Eric J Warm; Benjamin Kinnear; Matthew Kelleher; Roman Jandarov; Jennifer O'Toole Journal: J Gen Intern Med Date: 2020-09-23 Impact factor: 5.128
Authors: Daniel J Ackil; Amanda Toney; Ryan Good; David Ross; Rocco Germano; Linda Sabbadini; Molly Thiessen; Colin Bell; John L Kendall Journal: AEM Educ Train Date: 2020-12-15
Authors: Lauren E Gibson; Gabrielle A White-Dzuro; Patrick J Lindsay; Sheri M Berg; Edward A Bittner; Marvin G Chang Journal: J Intensive Care Date: 2020-12-11
Authors: Paul H Mayo; Michelle Chew; Ghislaine Douflé; Armand Mekontso-Dessap; Mangala Narasimhan; Antoine Vieillard-Baron Journal: Intensive Care Med Date: 2022-08-09 Impact factor: 41.787
Authors: Ghislaine Douflé; Ricardo Teijeiro-Paradis; Diana Morales-Castro; Martin Urner; Alberto Goffi; Laura Dragoi; Filio Billia Journal: CASE (Phila) Date: 2022-08-15