Knowledge and Motor Skill Acquisition and Retention
Abstract R5
!
Knowledge and Motor Skill Acquisition and Retention after a Multimodal Perioperative Ultrasound Curriculum for Interns John D Mitchell, MD – Beth Israel Deaconess Medical Center Mario Montealegre-Gallegos, MD – Beth Israel Deaconess Medical Center Khurram Owais, MD – Beth Israel Deaconess Medical Center Feroze Mahmood, MD – Beth Israel Deaconess Medical Center Vanessa Wong, BS – Beth Israel Deaconess Medical Center Robina Matyal, MD – Beth Israel Deaconess Medical Center Introduction: Perioperative ultrasound (US) is an essential skill for anesthesiologists, but residency programs lack structured teaching for US, and the ideal stage to teach this skill has not been determined. We hypothesized that participation in a structured, multimodal curriculum in basic perioperative US would allow US naïve anesthesiology interns to (1) develop knowledge and motor skills necessary to perform perioperative US, (2) sustain these gain over ninety days, and (3) meet or exceed the performance of graduating senior anesthesiology residents on knowledge and motor skills testing in perioperative US. Methods: Six interns completed a multimodal 13-day basic US course in November 2013. The course covered basic US, knobology, US-guided regional anesthesia and vascular access, lung US, transthoracic and transesophageal echocardiography (TEE and TTE), and US in shock. Teaching tools included live lectures, online modules, Apple iBooks, case discussions, observation in the operating room, simulation on phantom models and haptic echocardiography simulators, and live interactive workshops. The interns’ US knowledge was assessed using a 55-question test before and after the course. At the end of the course, the interns were asked to obtain basic US images on live models; image quality and need for assistance were noted. Echocardiography skills were assessed at the end of the course using probe motion data from simulators. Knowledge and echocardiography skills were reassessed ninety days after the course. Six senior residents completed the same knowledge and echocardiography skills testing in May 2014. Comparisons were made with the Wilcoxon signed-rank test or Mann-Whitney U test, as appropriate. Results: Interns scored higher on the knowledge test at the end of the course than at the start (p = 0.03, Figure 1). Their follow-up scores were similar to their end-of-course scores and to the senior residents’ scores (p > 0.05, Figure 1). At the end of the course, all interns acquired adequate images on the models with little assistance (Table 1). Their echocardiography skills at the end of the course and at follow-up were superior to the senior residents’ skills (p < 0.05, Table 2). Their follow-up skills were similar to their end-of-course skills (p > 0.05, Table 2). Discussion: A multimodal US course can impart basic perioperative US knowledge and skills to interns that are sustained ninety days after the course. The performance of interns was comparable to senior residents on knowledge testing and superior to senior residents on echocardiography skills testing. Further research is needed to demonstrate generalizability.
Abstract R5
!
Abstract R5
! Table 2: Kinematic Metrics for Interns and Graduating Seniors Echocardiographic Modality Transesophageal
Kinematic Interns Interns Graduating Metric (End of Course) (Follow-up)* Seniors** Path length (cm) 11.70 (4.89-21.03) 8.06 (4.63-12.80) 12.63 (3.99-18.15) Probe accelerations (#) 48.5 (26-80.25) 45 (27.52-77.5) 89 (40.5-138.5) Total Time (s) 17.24 (13.94-24.71) 14.84 (10.85-23.10) 26.43 (15.59-46.77) Transthoracic Path length (cm) 39.82 (27.64-54.61) 30.30 (18.65-41.21) 117.76 (54.80-160.53) Probe accelerations (#) 80.5 (54.5-126) 77 (48-131.5) 553 (266-814) Total Time (s) 12.10 (8.70-18.48) 11.40 (8.42-18.16) 64.47 (28.14-90.47) *p > 0.05 for all metrics for Interns (Follow-up) versus Interns (End of Course); p < 0.05 for all metrics for Interns (Follow-up) versus Graduating Seniors **p < 0.05 for all metrics for Graduating Seniors versus Interns (End of Course) and for Graduating Seniors versus Interns (Follow-up)
!
Knowledge and Motor Skill Acquisition and Retention after a Multimodal Perioperative Ultrasound Curriculum for Interns John D Mitchell, MD – Beth Israel Deaconess Medical Center Mario Montealegre-Gallegos, MD – Beth Israel Deaconess Medical Center Khurram Owais, MD – Beth Israel Deaconess Medical Center Feroze Mahmood, MD – Beth Israel Deaconess Medical Center Vanessa Wong, BS – Beth Israel Deaconess Medical Center Robina Matyal, MD – Beth Israel Deaconess Medical Center Introduction: Perioperative ultrasound (US) is an essential skill for anesthesiologists, but residency programs lack structured teaching for US, and the ideal stage to teach this skill has not been determined. We hypothesized that participation in a structured, multimodal curriculum in basic perioperative US would allow US naïve anesthesiology interns to (1) develop knowledge and motor skills necessary to perform perioperative US, (2) sustain these gain over ninety days, and (3) meet or exceed the performance of graduating senior anesthesiology residents on knowledge and motor skills testing in perioperative US. Methods: Six interns completed a multimodal 13-day basic US course in November 2013. The course covered basic US, knobology, US-guided regional anesthesia and vascular access, lung US, transthoracic and transesophageal echocardiography (TEE and TTE), and US in shock. Teaching tools included live lectures, online modules, Apple iBooks, case discussions, observation in the operating room, simulation on phantom models and haptic echocardiography simulators, and live interactive workshops. The interns’ US knowledge was assessed using a 55-question test before and after the course. At the end of the course, the interns were asked to obtain basic US images on live models; image quality and need for assistance were noted. Echocardiography skills were assessed at the end of the course using probe motion data from simulators. Knowledge and echocardiography skills were reassessed ninety days after the course. Six senior residents completed the same knowledge and echocardiography skills testing in May 2014. Comparisons were made with the Wilcoxon signed-rank test or Mann-Whitney U test, as appropriate. Results: Interns scored higher on the knowledge test at the end of the course than at the start (p = 0.03, Figure 1). Their follow-up scores were similar to their end-of-course scores and to the senior residents’ scores (p > 0.05, Figure 1). At the end of the course, all interns acquired adequate images on the models with little assistance (Table 1). Their echocardiography skills at the end of the course and at follow-up were superior to the senior residents’ skills (p < 0.05, Table 2). Their follow-up skills were similar to their end-of-course skills (p > 0.05, Table 2). Discussion: A multimodal US course can impart basic perioperative US knowledge and skills to interns that are sustained ninety days after the course. The performance of interns was comparable to senior residents on knowledge testing and superior to senior residents on echocardiography skills testing. Further research is needed to demonstrate generalizability.
Abstract R5
!
Abstract R5
! Table 2: Kinematic Metrics for Interns and Graduating Seniors Echocardiographic Modality Transesophageal
Kinematic Interns Interns Graduating Metric (End of Course) (Follow-up)* Seniors** Path length (cm) 11.70 (4.89-21.03) 8.06 (4.63-12.80) 12.63 (3.99-18.15) Probe accelerations (#) 48.5 (26-80.25) 45 (27.52-77.5) 89 (40.5-138.5) Total Time (s) 17.24 (13.94-24.71) 14.84 (10.85-23.10) 26.43 (15.59-46.77) Transthoracic Path length (cm) 39.82 (27.64-54.61) 30.30 (18.65-41.21) 117.76 (54.80-160.53) Probe accelerations (#) 80.5 (54.5-126) 77 (48-131.5) 553 (266-814) Total Time (s) 12.10 (8.70-18.48) 11.40 (8.42-18.16) 64.47 (28.14-90.47) *p > 0.05 for all metrics for Interns (Follow-up) versus Interns (End of Course); p < 0.05 for all metrics for Interns (Follow-up) versus Graduating Seniors **p < 0.05 for all metrics for Graduating Seniors versus Interns (End of Course) and for Graduating Seniors versus Interns (Follow-up)
