Melissa Barnett1, M Tyson Pillow, Jennifer Carnell, Anita Rohra, Stephanie DeSandro, Aimee K Gardner. 1. Melissa Barnett, MS, PA-C, is a physician assistant at the University of Texas MD Anderson Cancer Center, Department of Stem Cell Transplantation and Cellular Therapy, Houston, Texas. M. Tyson Pillow, MD, MEd, is the residency director and associate professor for the Department of Emergency Medicine and the medical director for the Simulation and Standardized Patient Program at Baylor College of Medicine, Houston, Texas. Jennifer Carnell, MD, is an assistant professor for the Department of Emergency Medicine at Baylor College of Medicine, Houston, Texas. Anita Rohra, MD, is an assistant professor for the Department of Emergency Medicine at Baylor College of Medicine, Houston, Texas. Stephanie DeSandro, MS, PA-C, is an assistant professor for the School of Allied Health Sciences at Baylor College of Medicine, Houston, Texas. Aimee K. Gardner, PhD, is the assistant dean of evaluation and research for the Department of Surgery at Baylor College of Medicine, Houston, Texas.
Abstract
PURPOSE: We performed a needs assessment to understand how existing physician assistant (PA) program curricula and clinical training affect students' ultrasound knowledge, skills, and competence and prepare students for performing ultrasound techniques in clinical practice. METHODS: Students graduating from a PA program completed a 23-item questionnaire examining their ultrasound training experiences, their self-assessment of competency, and their demographics. Students also completed a 15-item ultrasound knowledge assessment. RESULTS: Thirty-eight of 39 students (97%) completed the survey. Students received little hands-on ultrasound training, with the most hands-on training being offered during emergency medicine (44.7%), obstetrics and gynecology (42.1%), and inpatient internal medicine (39.5%) rotations. This lack of preparedness was reflected in a mean score of 47.1% (±16.4%) on the ultrasound knowledge assessment. Most students (84.2%) indicated that the ultrasound instruction they received during clinical rotations was insufficient to prepare them for clinical practice, and 84.2% desired a formal ultrasound training program in the PA program curriculum. CONCLUSIONS: Existing PA program curricula are insufficient for developing critical skills related to ultrasonography.
PURPOSE: We performed a needs assessment to understand how existing physician assistant (PA) program curricula and clinical training affect students' ultrasound knowledge, skills, and competence and prepare students for performing ultrasound techniques in clinical practice. METHODS: Students graduating from a PA program completed a 23-item questionnaire examining their ultrasound training experiences, their self-assessment of competency, and their demographics. Students also completed a 15-item ultrasound knowledge assessment. RESULTS: Thirty-eight of 39 students (97%) completed the survey. Students received little hands-on ultrasound training, with the most hands-on training being offered during emergency medicine (44.7%), obstetrics and gynecology (42.1%), and inpatient internal medicine (39.5%) rotations. This lack of preparedness was reflected in a mean score of 47.1% (±16.4%) on the ultrasound knowledge assessment. Most students (84.2%) indicated that the ultrasound instruction they received during clinical rotations was insufficient to prepare them for clinical practice, and 84.2% desired a formal ultrasound training program in the PA program curriculum. CONCLUSIONS: Existing PA program curricula are insufficient for developing critical skills related to ultrasonography.
Authors: Philipp Seifert; Ivonne Maikowski; Thomas Winkens; Christian Kühnel; Falk Gühne; Robert Drescher; Martin Freesmeyer Journal: Diagnostics (Basel) Date: 2021-01-04