Web-based teaching in point-of-care ultrasound: an alternative to the classroom?

Abstract

Objectives

To evaluate two educational methods for point-of-care ultrasound (POC US) in order to: 1) determine participant test performance and attitudes in using POC US and 2) compare cost and preparation time to run the courses.

Methods

This was a pilot study conducted at a county teaching hospital. Subjects were assigned to participate in either a large group course with live classroom lectures (Group A) or a group asked to watch 4.5 hours of online prerecorded lectures (Group B). Both groups participated in small-group hands-on training after watching the lectures. Both groups took a pre- and post-course exam, and completed course surveys. Cost and time spent running the courses were also compared.

Results

Forty-seven physicians participated in the study. The pre-test and post-test scores between the two groups did not differ significantly. Of those with prior ultrasound experience, the majority of both groups preferred to continue classroom-based teaching for future courses. Interestingly, in the groups who had no ultrasound experience prior to their course participation, there was a higher percentage who preferred web-based teaching. Lastly, Group B was shown to have the potential to take less preparatory time when compared to Group A.

Conclusion

A web-based curriculum in POC US appears to be a promising and potentially time saving alternative to live classroom lectures and seems to offer similar educational benefits for the postgraduate learner.

Keywords:

• attending education
• classroom-based teaching
• hands-on training

Acknowledgments

For their assistance, the authors would like to thank Chun Nok Lam for data analysis, Michael Page for data acquisition, and Sean Henderson, department chair, for general support.

Author contributions

Tarina Lee Kang was the principal investigator, creator of the concept and design of the study, primary author of manuscript, and editor of all drafts. Kristin Berona, Marsha Elkhunovich, Roberto Medero Colon, Dina Seif, Mikaela Chilstrom, and Tom Mailhot made significant contributions to the acquisition of data and design of the study, participated in revisions, and evaluated the content of manuscript for accuracy and integrity.

Disclosure

The authors declare no conflicts of interest in this work.