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首页> 外文期刊>The California Journal of Emergency Medicine >Teaching the Teachers of Point-Of-Care Ultrasound (POCUS): Creating a checklist for an Objective Structured Teaching Examination (OSTE) for Instructors of the Focused Assessment with Sonography for Trauma (FAST) Exam
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Teaching the Teachers of Point-Of-Care Ultrasound (POCUS): Creating a checklist for an Objective Structured Teaching Examination (OSTE) for Instructors of the Focused Assessment with Sonography for Trauma (FAST) Exam

机译：对现场超声波检查（POCUS）的教师进行教学：为创伤性超声检查（FAST）考试的重点评估讲师的客观结构化教学考试（OSTE）创建清单。

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Background: Competency in POCUS is required by theResidency Review Committee for multiple medical specialtiesnot just limited to Emergency Medicine. As ultrasound useincreases there is a need to ensure that senior residents andfaculty are adept at instructing novice learners in POCUS.OSTEs focus on the teaching skills of residents and facultyand have been utilized to evaluate and enhance clinicalteaching. There is a lack of literature detailing OSTE use inteaching procedures like POCUS.Educational Objectives: We sought to create an OSTEchecklist that could be used to evaluate an instructor teachinga FAST exam to a novice ultrasound learner. This OSTE is thebasis for creating a curriculum for the instructor and evaluatingthe effectiveness of teaching the teachers of POCUS.Curricular Design: A panel of faculty from ourinstitution with both POCUS and medical education expertisecreated a preliminary OSTE checklist after reviewing theliterature. The checklist was organized into three parts: shortdidactics, hands-on scanning and overall learning climate. Weconducted a cross-sectional survey which was IRB exempt.We sent the draft checklist to a convenience sample ofultrasound directors for review. We asked specifically, “Is eachparticular point/item important for a FAST teacher to performwhen instructing a novice ultrasound learner?” and the resultswere recorded in a binary fashion.Impact/Effectiveness: The checklist was reviewed by13 US directors nationally. A cutoff of 75% of respondentsscoring the item as YES/KEEP was used to determine whetherindividual items should be kept or dropped. The final OSTEchecklist reflects a total of 29 items out of the original 33draft items (Table 1). Creation of a FAST OSTE will facilitatethe development and evaluation of curriculum specificallydesigned for the instructors of POCUS starting with the coreapplication of the FAST exam.
机译：背景：居留权审查委员会要求POCUS具有胜任多种医学专业的能力，而不仅限于急诊医学。随着超声使用的增加，有必要确保高级居民和教职员工能够熟练地指导POCUS中的新手学习者。OSTEs注重居民和教职员工的教学技能，并已被用于评估和增强临床教学。缺乏文献详细介绍OSTE使用教学过程（如POCUS）。教育目标：我们试图创建一个OSTE清单，该清单可用于评估对新手超声学习者进行FAST考试的教师。该OSTE是为讲师创建课程表和评估POCUS老师的教学效果的基础。课程设计：我们机构的一支由POCUS和医学教育专业知识组成的教员小组在审查文献后创建了初步的OSTE清单。该清单分为三个部分：短训，动手扫描和整体学习氛围。我们进行了一项IRB豁免的横断面调查，并将清单清单发送给了一个方便的超声主管样本进行审查。我们具体询问：“对于FAST老师，在指导新手超声学习者时，每个特定的点/项是否重要？”影响/效果：清单由13位美国国家/地区主管审核。使用分数为“是/保持”的75％的调查对象的临界值用于确定应保留还是丢弃单个项目。最终的OSTEchecklist反映了原始33项草案中的29项（表1）。从FAST考试的核心应用开始，创建FAST OSTE将有助于开发和评估专门为POCUS讲师设计的课程。

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