Ultrasound education across European Federation of Radiographers Societies (EFRS) countries: Similarities and differences

INTRODUCTION

Ultrasound education varies greatly across European healthcare systems. This paper focuses on ultrasound academic education as a part of wider suite of surveys on radiographers working in ultrasound. The aim was to investigate sonography educational levels, methods of training, course duration and other factors in European Federation of Radiographers Societies (EFRS) member countries.

METHOD

In 2019 an online survey was sent to the 38 EFRS member societies to distribute to higher education institutions within their own country. The survey was in English and contained different types of questions such as closed questions, free text options, and scale responses, to investigate sonography education including academic course types and duration, curriculum content, learning and teaching methods.

RESULTS

A total of 45 responses were received, showing wide variation in the duration of training between the respective countries. Academic level 7 (part-time) ultrasound education was most frequently reported (n = 13), followed by direct entry ultrasound courses (n = 9) and bachelor's degree programmes at EQF level 6 (n = 7). The duration of part-time courses ranged from nine months up to four years.

CONCLUSION

Sonography training and education varies among EFRS member countries ranging from short focused courses to postgraduate awards. Few countries offer sonography education leading to an award. The majority of clinical teaching and learning takes place in the learner's workplace.

IMPLICATIONS FOR PRACTICE

High quality academic and clinical education for radiographers extending their role into ultrasound is important to ensure safe, effective sonography practice and good patient care.

Clinical workflow of sonographers performing fetal anomaly ultrasound scans: deep-learning-based analysis

OBJECTIVE

Despite decades of obstetric scanning, the field of sonographer workflow remains largely unexplored. In the second trimester, sonographers use scan guidelines to guide their acquisition of standard planes and structures; however, the scan-acquisition order is not prescribed. Using deep-learning-based video analysis, the aim of this study was to develop a deeper understanding of the clinical workflow undertaken by sonographers during second-trimester anomaly scans.

METHODS

We collected prospectively full-length video recordings of routine second-trimester anomaly scans. Important scan events in the videos were identified by detecting automatically image freeze and image/clip save. The video immediately preceding and following the important event was extracted and labeled as one of 11 commonly acquired anatomical structures. We developed and used a purposely trained and tested deep-learning annotation model to label automatically the large number of scan events. Thus, anomaly scans were partitioned as a sequence of anatomical planes or fetal structures obtained over time.

RESULTS

A total of 496 anomaly scans performed by 14 sonographers were available for analysis. UK guidelines specify that an image or videoclip of five different anatomical regions must be stored and these were detected in the majority of scans: head/brain was detected in 97.2% of scans, coronal face view (nose/lips) in 86.1%, abdomen in 93.1%, spine in 95.0% and femur in 92.3%. Analyzing the clinical workflow, we observed that sonographers were most likely to begin their scan by capturing the head/brain (in 24.4% of scans), spine (in 23.2%) or thorax/heart (in 22.8%). The most commonly identified two-structure transitions were: placenta/amniotic fluid to maternal anatomy, occurring in 44.5% of scans; head/brain to coronal face (nose/lips) in 42.7%; abdomen to thorax/heart in 26.1%; and three-dimensional/four-dimensional face to sagittal face (profile) in 23.7%. Transitions between three or more consecutive structures in sequence were uncommon (up to 13% of scans). None of the captured anomaly scans shared an entirely identical sequence.

CONCLUSIONS

We present a novel evaluation of the anomaly scan acquisition process using a deep-learning-based analysis of ultrasound video. We note wide variation in the number and sequence of structures obtained during routine second-trimester anomaly scans. Overall, each anomaly scan was found to be unique in its scanning sequence, suggesting that sonographers take advantage of the fetal position and acquire the standard planes according to their visibility rather than following a strict acquisition order. © 2022 The Authors. Ultrasound in Obstetrics & Gynecology published by John Wiley & Sons Ltd on behalf of International Society of Ultrasound in Obstetrics and Gynecology.

Competency-Based Methods in Adult Cardiac Sonography and its Application to Credentialing

Objectives:

This research examined the effects of multiple combined competency-based methods in an adult cardiac Commission on Accreditation of Allied Health Education Programs (CAAHEP) accredited diagnostic medical sonography program on clinical and didactic scores.

Materials and Methods:

A quasi-experimental nonequivalent group research design was used to evaluate students enrolled in an adult cardiac CAAHEP accredited echocardiography curriculum. Their cumulative final examination and clinical competency evaluation scores from multiple cohorts (pre- and post-intervention) were used for statistical analyses.

Results:

There were no significant differences between multiple competency-based assessments and didactic or clinical scores but unveiled reasons that coincide with the literature, such as nonvalid and subjective clinical assessment.

Conclusion:

These results suggest further evaluation of the credentialing process to ensure clinical competency.

Quality Improvement Initiatives in Sonography Education: A Review of the Literature

Objective:

Continuous improvement is vital to ensuring quality in sonography education. The aim of this literature review was to compile and summarize the current literature on accreditation, credentialing, and quality improvement initiatives in sonography education.

Materials & Methods:

Four sonography-specific journals and six health science/academic databases were searched using the terms education, sonography, ultrasound, accreditation, credential, and quality. The search was limited to findings in the English language, from 2000 to 2020.

Results:

The search uncovered only 19 articles on this topic in sonography education. The vast majority of papers focused on quality improvement initiatives, while just a few concentrated on accreditation or credentialing.

Conclusion:

Much of the contemporary sonography educational literature focuses on clinical, lab, or didactic quality improvement initiatives. Overall, it is clear that more research is needed in the field of sonography education. This review provides examples of quality initiative research in other allied health fields that can be useful guides for future sonography educational research.

Ultrasound Practice Redesign to Improve Image Quality: Implementation of a Quality Control Sonographer

PURPOSE

The aim of this study was to systematically improve ultrasound image quality via the implementation of a quality control (QC) sonographer.

METHODS

The position of a QC sonographer was created, whose responsibility was to preview ultrasound examinations performed by other sonographers and audit ultrasound examinations for image quality and protocol adherence. Retrospective audits of examinations performed before and after the implementation of the QC sonographer position were performed. Examinations from 17 sonographers were audited (16 examinations per sonographer), with a sample size of 272 examinations per audit. The QC sonographer graded the following imaging quality parameters (IQPs) as acceptable or needing improvement: gain, depth, color Doppler, spectral Doppler, and protocol adherence. Statistical comparisons were performed by a biostatistician using a χ² test, with P < .05 used as the threshold for significance.

RESULTS

The baseline audit (September 1, 2015 to November 30, 2015) revealed 439 instances of IQPs that required improvement. A second audit after establishing the QC sonographer role (August 1, 2016 to October 31, 2016) found 176 instances of IQPs that required improvement. A third, follow-up audit (May 1, 2018 to September 30, 2018) found 172 instances of IQPs that required improvement.

CONCLUSIONS

Removing a sonographer from the clinical line to work as a QC sonographer resulted in a 60% decrease in parameter errors that was maintained over time. Another benefit of the QC sonographer role is improved sonographer education.