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Ultrasound Simulation Training in Pre- and Postgraduate Education
Abstracts EFSUMB has released teaching material for students and as a guide for teachers: The EFSUMB Course Book and an EFSUMB Course Book Student Edition is work-in-progress, Furthermore, atlas on echoscopy and teaching videos (anatomy, examination technique) are freely downloaded from the EFSUMB website (www.efsumb.org). EFSUMB has decided to establish a separate Student Committee in the federation that will promote student education and relevant activities in Europe. EFSUMB has made new bylaws and are recruiting students from different European countries for the board. References: Cantisani V, Dietrich CF, Badea R, Dudea S, Prosch H, Cerezo E, Nuernberg D, Serra AL, Sidhu PS, Radzina M, Piscaglia F, Bachmann Nielsen M, Ewertsen C, S~aftoiu A, Calliada F, Gilja OH. EFSUMB Statement on Medical Student Education in Ultrasound [long version]. Ultrasound Int Open. 2016 Mar;2(1):E2-7. http://dx.doi.org/10.1055/s-0035-1569413. PubMed PMID: 27689163; PubMed Central PMCID: PMC5023223 T6-16-IN07 Role of FLAUS, Federation of Latin American Ultrasound Societies Leandro Fernandez, MD The Federation of Latin American Ultrasound Societies, FLAUS, is committed to the Continuing Medical Education of the sonographist, since its foundation in 1983. In addition to national congresses and educational events, we have standardized itinerant courses that are taught by FLAUS teachers, in Countries with the greatest need for education. FLAUS maintains two Education Centers -COE, sponsored and academically related to WFUMB, in Paraguay and Venezuela. In these centers, courses and ultrasound training are conducted continuously, aimed at physicians with basic, intermediate and advanced knowledge. The COE - Venezuela works with doctors from the countries of its area of influence as Colombia, Peru and Ecuador. Coming soon, Dominican Republic. With the development of compact ultrasound equipment and the improvement of Information Technology, ultrasonography has begun to be used as a teaching tool in Medical Schools. There is program at the Federal University of Juiz de Fora, in the state of Minas Gerais, Brazil. Seniors students use portable ultrasound scanners for emergency diagnosis and in remote rural areas. They return the images to a reference nodal center to confirm their diagnostic. The University of Rio de Janeiro, Brazil, has also a program for medical students. At the UNICEN University in Buenos Aires State, students are using ultrasound in the class of anatomy and Emergency Room. The University of Rosario is teaching diagnostic ultrasound, both in Argentina. FLAUS will motivate the Affiliated Societies and Universities, to implement similar projects. T6-16-IN08 Mediterranean and African Society of UltrasoundStatus in Their Region Sudhir Vinayak, Prof President, MASU, Chair, Radiology Department, Aga Khan University Hospital, Nairobi, Kenya MASU is a Society, which has been formed to promote the development of US in Africa. It organizes international congresses and courses and has setup a fellowship program in diagnostic and interventional US. The challenges in Africa are immense; both in terms of diversity and extent. Other than a handful of relatively developed radiology services, most are struggling with the ability to train Radiologists and Physicians. Introduction of simple ultrasound skills would go a long way in ensuring that doctors can perform easy ul-
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trasound examinations learnt during their undergraduate years and reduce the burden on Radiologists and Physicians. Introducing ultrasound at an undergraduate level will have multiple advantages ranging from a practical teaching tool, especially for anatomy, to attaining skills to perform ultrasound independently after graduation. At present, there are only a handful of universities that have adopted or intend to adopt this training skill; however, others will follow, albeit at a slow pace. Most universities in Africa offer a 5 year course in medicine. During the first two years, ultrasound can be used as an adjunct to learning anatomy in a ‘real-time’ environment. This can be followed up in the clinical years with point of care ultrasound examinations (POCUS). Summative assessments during clinical years must test the skills attained and this is best done by DOPS (Direct Observation of Procedural Skills). This will ensure that recently qualified doctors can practice their basic skills accurately and independently. This also creates an interest in learning ultrasonography at a post graduate level. In many African countries, ultrasound is firmly within the domain of Radiology, however, an early exposure to this modality will create an interest in all clinical areas, thereby opening the use of ultrasound to all specialties. The introduction of ultrasound in Africa at a medical undergraduate level is still in its infancy and there is no data available regarding its impact. Anecdotal evidence is positive and this is backed by publications from developed countries. T6-16-IN09 Ultrasound Simulation Training in Pre- and Postgraduate Education Michael Bachmann Nielsen Department of Radiology, Rigshospitalet, University of Copenhagen, Denmark The value of an ultrasound examination depends on the skill of the examiner. Mastery learning ensures that trainees all achieve the same competence level but not necessarily at the same pace. Some have seen ultrasound simulation training as a solution but a review of the literature showed the previous studies were heterogeneous in the choice of simulator, study design, participants, and outcome measures, and the level of evidence for effect was inadequate. Only recently have a standardized test of competency in abdominal ultrasound with solid validity evidence been suggested. The presentation will look at this test which is based on the EFSUMB recommendations for abdominal US and offers a pass/fail standard to facilitate mastery learning. Simulation training could be used at different levels in the specialist training, most likely the greatest benefit would be training to pass the test even before the first patient is examined. Simulation training could be used at basic levels in medical students including hand eye coordination if included in the medical curriculum. T6-16-IN10 Learning & Teaching with Ultrasound in Germany–the MHB-US-Curriculum Dieter Nuernberg Professor for Gastroenterology, Medical School Brandenburg Theodor Fontane, Neuruppin, Germany Nearly all 36 faculties of medicine in Germany offer medical students during their study ultrasound education in the form of lectures, seminars, exercises, courses, simulator training or elearning. Only one third of the faculties offer a special US curriculum. Often ultrasound lectures are integrated in the clinical subjects. Usually they add up to 20 to maximal 50 hours. In 2016 sonography was included in the German National Students
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trasound examinations learnt during their undergraduate years and reduce the burden on Radiologists and Physicians. Introducing ultrasound at an undergraduate level will have multiple advantages ranging from a practical teaching tool, especially for anatomy, to attaining skills to perform ultrasound independently after graduation. At present, there are only a handful of universities that have adopted or intend to adopt this training skill; however, others will follow, albeit at a slow pace. Most universities in Africa offer a 5 year course in medicine. During the first two years, ultrasound can be used as an adjunct to learning anatomy in a ‘real-time’ environment. This can be followed up in the clinical years with point of care ultrasound examinations (POCUS). Summative assessments during clinical years must test the skills attained and this is best done by DOPS (Direct Observation of Procedural Skills). This will ensure that recently qualified doctors can practice their basic skills accurately and independently. This also creates an interest in learning ultrasonography at a post graduate level. In many African countries, ultrasound is firmly within the domain of Radiology, however, an early exposure to this modality will create an interest in all clinical areas, thereby opening the use of ultrasound to all specialties. The introduction of ultrasound in Africa at a medical undergraduate level is still in its infancy and there is no data available regarding its impact. Anecdotal evidence is positive and this is backed by publications from developed countries. T6-16-IN09 Ultrasound Simulation Training in Pre- and Postgraduate Education Michael Bachmann Nielsen Department of Radiology, Rigshospitalet, University of Copenhagen, Denmark The value of an ultrasound examination depends on the skill of the examiner. Mastery learning ensures that trainees all achieve the same competence level but not necessarily at the same pace. Some have seen ultrasound simulation training as a solution but a review of the literature showed the previous studies were heterogeneous in the choice of simulator, study design, participants, and outcome measures, and the level of evidence for effect was inadequate. Only recently have a standardized test of competency in abdominal ultrasound with solid validity evidence been suggested. The presentation will look at this test which is based on the EFSUMB recommendations for abdominal US and offers a pass/fail standard to facilitate mastery learning. Simulation training could be used at different levels in the specialist training, most likely the greatest benefit would be training to pass the test even before the first patient is examined. Simulation training could be used at basic levels in medical students including hand eye coordination if included in the medical curriculum. T6-16-IN10 Learning & Teaching with Ultrasound in Germany–the MHB-US-Curriculum Dieter Nuernberg Professor for Gastroenterology, Medical School Brandenburg Theodor Fontane, Neuruppin, Germany Nearly all 36 faculties of medicine in Germany offer medical students during their study ultrasound education in the form of lectures, seminars, exercises, courses, simulator training or elearning. Only one third of the faculties offer a special US curriculum. Often ultrasound lectures are integrated in the clinical subjects. Usually they add up to 20 to maximal 50 hours. In 2016 sonography was included in the German National Students