Objectives: Point-of-Care Ultrasound (PoCUS) has been integrated into undergraduate medical education. The COVID-19 pandemic forced medical schools to evolve clinical rotations to minimize interruption through implementation of novel remote learning courses. To address the students' need for remote clinical education, we created a virtual PoCUS course for our fourth year class. We present details of the course's development, implementation, quality improvement processes, achievements, and limitations.
Methods: A virtual PoCUS course was created for 141 fourth-year medical students. The learning objectives included ultrasound physics, performing and interpreting ultrasound applications, and incorporating PoCUS into clinical decisions and procedural guidance. Students completed a 30-question pre and post-test focused on ultrasound and knowledge of clinical concepts. PoCUS educators from 10 different specialties delivered the course over 10 days using video-conferencing software. Students watched live scanning demonstrations and practiced ultrasound probe maneuvers using a cellular telephone to simulate ultrasound probe. Students completed daily course evaluations which were used as a continuous needs assessment to make improvements.
Results: 141 students participated in the course, all received a passing grade. The mean pre and post-test scores improved from 58% to 88% (p <0.001) through the course duration. Daily evaluations revealed the percentage of students who rated the course's live scanning sessions and didactic components as "very well" increased from 32.7% on day 1 to 69.7% on day 10. The end-of-course evaluation revealed 91% of students agreed they received effective teaching.
Conclusions: In response to the COVID-19 pandemic, our multi-specialty faculty expeditiously developed a virtual PoCUS curriculum for the entire fourth year class. This innovative course improved students' ultrasound knowledge, image interpretation and clinical application while utilizing novel techniques to teach a hands-on skill virtually. As the demand for PoCUS instruction continues to increase, the accessibility of virtual training and blended learning will be beneficial.
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