Randomized study of effectiveness of computerized ultrasound simulators for an introductory course for residents in Brazil.
- Author:
Jack Philip SILVA
1
;
Trevor PLESCIA
;
Nathan MOLINA
;
Ana Claudia de Oliveira TONELLI
;
Mark LANGDORF
;
John Christian FOX
Author Information
- Publication Type:Original Article
- Keywords: Brazil; Internal medicine; Point-of-care systems; Simulation training; Ultrasonography
- MeSH: Brazil*; Education, Medical; Internal Medicine; Learning; Point-of-Care Systems; Simulation Training; Ultrasonography*
- From:Journal of Educational Evaluation for Health Professions 2016;13(1):16-
- CountryRepublic of Korea
- Language:English
- Abstract: PURPOSE: This study aimed to assess the impact of ultrasound simulation (SonoSim) on educational outcomes of an introductory point-of-care ultrasound course compared to hands-on training with live models alone. METHODS: Fifty-three internal medicine residents without ultrasound experience were randomly assigned to control or experimental groups. They participated in an introductory point-of-care ultrasound course covering eight topics in eight sessions from June 23, 2014 until July 18, 2014. Both participated in lecture and hands-on training, but experimental group received an hour of computerized simulator training instead of a second hour of hands-on training. We assessed clinical knowledge and image acquisition with written multiple-choice and practical exams, respectively. Of the 53 enrolled, 40 participants (75.5%) completed the course and all testing. RESULTS: For the 30-item written exam, mean score of the experimental group was 23.1±3.4 (n=21) vs. 21.8±4.8 (n=19), (P>0 .05). For the practical exam, mean score for both groups was 8.7 out of 16 (P>0 .05). CONCLUSION: The substitution of eight hours of ultrasound simulation training for live model scanning in a 24 hour training course did not enhance performance on written and image acquisition tests in an introductory ultrasound course for residents. This result suggests that ultrasound simulation technology used as a substitute for live model training on an hour-for-hour basis, did not improve learning outcomes. Further investigation into simulation as a total replacement for live model training will provide a clearer picture of the efficacy of ultrasound simulators in medical education.
