Monitoring Personalized Learning Curves for Emergency Ultrasound With Risk‐adjusted Learning‐curve Cumulative Summation Method. Issue 1 (22nd November 2017)

• Record Type: Journal Article
• Authors: Peyrony, Olivier; Legay, Léa; Morra, Ivonne; Verrat, Anne; Milacic, Hélène; Franchitti, Jessica; Amami, Jihed; Gillet, Ariane; Azarnoush, Kouchiar; Elezi, Arben; Bragança, Adélia; Taboulet, Pierre; Bourrier, Pierre; Fontaine, Jean‐Paul; Resche‐Rigon, Matthieu
• Editors: Chan, Teresa
• Is Part Of: AEM education and training. Volume 2:Issue 1(2018)
• Page Start: 10
• Page End: 14
• Publication Date: 2017-11-22
• Subjects: Emergency medicine -- Study and teaching -- Periodicals; Emergency medicine -- Study and teaching -- United States -- Periodicals; Periodicals; 616.025
• DOI: 10.1002/aet2.10073
• Languages: English
• ISSNs: 2472-5390

Abstract

Abstract: Background: Ultrasound (US) has been a regular practice in emergency departments for several decades. Thus, train our students to US is of prime interest. Because US image acquisition ability can be very different from a patient to another (depending on image quality), it seems relevant to adapt US learning curves (LCs) to patient image quality using tools based on cumulative summation (CUSUM) as the risk‐adjusted LC CUSUM (RLC). Objectives: The aim of this study was to monitor LC of medical students for the acquisition of abdominal emergency US views and to adapt these curves to patient image quality using RLC. Methods: We asked medical students to perform abdominal US examinations with the acquisition of 11 views of interest on emergency patients after a learning session. Emergency physicians reviewed the student examinations for validation. LCs were plotted and the student was said proficient for a specific view if his LC reached a predetermined limit fixed by simulation. Results: Seven students with no previous experience in US were enrolled. They performed 19 to 50 examinations of 11 views each. They achieve proficiency for a median of 9 (6–10) views. Aorta and right pleura views were validated by seven students; inferior vena cava, right kidney, and bladder by six; gallbladder and left kidney by five; portal veins and portal hilum by four; and subxyphoid and left pleura by three. The number of US examinations required to reach proficiency ranged from five to 41 depending on the student and on the type of view. LC showed that students reached proficiency with different learning speeds. Conclusions: This study suggests that, when monitoring LCs for abdominal emergency US, there is some heterogeneity in the learning process depending on the student skills and the type of view. Therefore, rules based on a predetermined number of examinations to reach proficiency are not satisfactory.