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Text
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URL Address
<a href="http://doi.org/10.1002/jum.14551" target="_blank" rel="noreferrer noopener">http://doi.org/10.1002/jum.14551</a>
Pages
1985–1992
Issue
8
Volume
37
Dublin Core
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Title
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Telepresent Focused Assessment With Sonography for Trauma Examination Training Versus Traditional Training for Medical Students: A Simulation-Based Pilot Study.
Publisher
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Journal of ultrasound in medicine : official journal of the American Institute of Ultrasound in Medicine
Date
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2018
2018-08
Subject
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*Students; *Videoconferencing; Adult; Clinical Competence/*statistics & numerical data; Curriculum; Debriefing Assessment for Simulation in Healthcare; education; Female; Focused Assessment with Sonography of Trauma/*methods; Humans; Male; Medical; Pilot Projects; remote telementored ultrasound; Simulation Training/*methods; teledebriefing; telementor; telepresence; telesonography; Ultrasonics/*education; Young Adult
Creator
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Poland Scott; Frey Jennifer A; Khobrani Ahmad; Ondrejka Jason E; Ruhlin Michael U; George Richard L; Gothard M David; Ahmed Rami A
Description
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OBJECTIVES: Telepresent education is becoming an important modality in medical education, as it provides a means for instructors to lead education sessions via videoconferencing technologies. This study aimed to compare the effectiveness of telepresent ultrasound training versus traditional in-person ultrasound training. METHODS: Medical student cohorts were educated by either traditional in-person instruction or telementoring on how to perform a focused assessment with sonography for trauma (FAST) examination. Effectiveness was evaluated by pre- and post-multiple-choice tests (knowledge), confidence surveys, and summative simulation scenarios (hands-on FAST simulation). Formative simulation scenario debriefings were evaluated by each student using the Debriefing Assessment for Simulation in Healthcare student version (DASH-SV). RESULTS: Each method of instruction had significant increases in knowledge, confidence, and hands-on FAST simulation performance (P \textless .05). The collective increase in knowledge was greater for the in-person group, whereas the improvement in FAST examination performance during simulations was greater for the telementored group. Confidence gains were comparable between the groups. The DASH-SV scores were significantly higher for the in-person group for each criterion; however, both methods were deemed effective via median scoring. CONCLUSIONS: Telepresent education is a viable option for teaching the FAST examination to medical students.
Identifier
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<a href="http://doi.org/10.1002/jum.14551" target="_blank" rel="noreferrer noopener">10.1002/jum.14551</a>
Rights
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Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
*Students
*Videoconferencing
2018
Adult
Ahmed Rami A
Clinical Competence/*statistics & numerical data
Curriculum
Debriefing Assessment for Simulation in Healthcare
Department of Emergency Medicine
Education
Female
Focused Assessment with Sonography of Trauma/*methods
Frey Jennifer A
George Richard L
Gothard M David
Humans
Journal of ultrasound in medicine : official journal of the American Institute of Ultrasound in Medicine
Khobrani Ahmad
Male
Medical
NEOMED College of Medicine
Ondrejka Jason E
Pilot Projects
Poland Scott
remote telementored ultrasound
Ruhlin Michael U
Simulation Training/*methods
teledebriefing
telementor
telepresence
telesonography
Ultrasonics/*education
Young Adult