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A NOVEL EDUCATIONAL APPROACH FOR NOVICE ECHOCARDIOGRAPHERS
2518 JACC March 21, 2017 Volume 69, Issue 11
Spotlight on Special Topics A NOVEL EDUCATIONAL APPROACH FOR NOVICE ECHOCARDIOGRAPHERS Poster Contributions Poster Hall, Hall C Friday, March 17, 2017, 3:45 p.m.-4:30 p.m. Session Title: Innovations in Education Abstract Category: 42. Spotlight on Special Topics: Education, Innovation, Advocacy, Social Media, Leadership and Practice Management Presentation Number: 1170-439 Authors: David Anderson, Patricia O’Sullivan, Atif Qasim, UCSF Medical Center, San Francisco, CA, USA
Background: First-year cardiology trainees frequently learn echo interpretation by observing expert readers and through review of their pre-read studies. They often struggle with accuracy and efficiency of interpretation. By exploring the techniques novice readers use to interpret transthoracic echocardiogram (TTEs), we hope to identify better methods for teaching echocardiography to first year fellows.
Methods: We designed a prospective mixed-methods study to assess trainees reading TTEs using a concurrent think aloud (CTA) method that provided both quantitative and qualitative data. Three TTEs of intermediate complexity were given to 3 advanced imaging fellows, who had level III echo training, and 3 first year fellows who had completed 1 year of training including two months dedicated to TEE reading. As they read the study, participants filled out a report while describing aloud their thought processes. Sessions were video and audiotaped. Transcripts were analyzed for themes, and echo reports were analyzed for efficiency and accuracy of reads. Results: As expected, first year fellows took longer to read the 3 studies and rated the studies at a higher level of difficulty. Advanced fellows previewed the entire study first, reviewed multiple images at a time, were flexible about order of image review, and saved certain difficult issues for the end, ultimately filling out the template by sections (such as valve disease, LV function or RV function). First years reviewed single images at a time, in order, and attempted to fill out multiple template sections on each image. They also reviewed all study images more times than advanced fellows. All fellows reported satisfaction in receiving directed feedback resulting from someone observing their style of reading.
Conclusions: The current model of watching an expert reader and reviewing pre-read studies does not fully expose novices to the processes more advanced readers use in reading TTEs . We suggest that programs incorporate observation of novice trainees to provide feedback that may improve accuracy and efficiency. We recommend future studies of how and when to incorporate strategies used by advanced fellows into models for educating first year readers.
Spotlight on Special Topics A NOVEL EDUCATIONAL APPROACH FOR NOVICE ECHOCARDIOGRAPHERS Poster Contributions Poster Hall, Hall C Friday, March 17, 2017, 3:45 p.m.-4:30 p.m. Session Title: Innovations in Education Abstract Category: 42. Spotlight on Special Topics: Education, Innovation, Advocacy, Social Media, Leadership and Practice Management Presentation Number: 1170-439 Authors: David Anderson, Patricia O’Sullivan, Atif Qasim, UCSF Medical Center, San Francisco, CA, USA
Background: First-year cardiology trainees frequently learn echo interpretation by observing expert readers and through review of their pre-read studies. They often struggle with accuracy and efficiency of interpretation. By exploring the techniques novice readers use to interpret transthoracic echocardiogram (TTEs), we hope to identify better methods for teaching echocardiography to first year fellows.
Methods: We designed a prospective mixed-methods study to assess trainees reading TTEs using a concurrent think aloud (CTA) method that provided both quantitative and qualitative data. Three TTEs of intermediate complexity were given to 3 advanced imaging fellows, who had level III echo training, and 3 first year fellows who had completed 1 year of training including two months dedicated to TEE reading. As they read the study, participants filled out a report while describing aloud their thought processes. Sessions were video and audiotaped. Transcripts were analyzed for themes, and echo reports were analyzed for efficiency and accuracy of reads. Results: As expected, first year fellows took longer to read the 3 studies and rated the studies at a higher level of difficulty. Advanced fellows previewed the entire study first, reviewed multiple images at a time, were flexible about order of image review, and saved certain difficult issues for the end, ultimately filling out the template by sections (such as valve disease, LV function or RV function). First years reviewed single images at a time, in order, and attempted to fill out multiple template sections on each image. They also reviewed all study images more times than advanced fellows. All fellows reported satisfaction in receiving directed feedback resulting from someone observing their style of reading.
Conclusions: The current model of watching an expert reader and reviewing pre-read studies does not fully expose novices to the processes more advanced readers use in reading TTEs . We suggest that programs incorporate observation of novice trainees to provide feedback that may improve accuracy and efficiency. We recommend future studies of how and when to incorporate strategies used by advanced fellows into models for educating first year readers.