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Weimer JM, Kuhn E, Ludwig M, Malle GL, Kapipi G, Schäfer VS, Sadiq A, Henke O. Effectiveness of an ultrasound basic cancer training program through on-site training and virtual case discussions in rural Tanzania: a proof-of-concept study. Ecancermedicalscience 2024; 18:1722. [PMID: 39026658 PMCID: PMC11257097 DOI: 10.3332/ecancer.2024.1722] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2024] [Indexed: 07/20/2024] Open
Abstract
Introduction Cancer rates are rising in low- and middle-income countries. While point-of-care ultrasound is now available globally and could serve to mitigate against this rise, its use in diagnosing cancers is inconsistent in lower-resourced healthcare contexts. This proof-of-concept study investigates the feasibility of an ultrasound training concept in a low-resource setting. It evaluates whether this educational concept led to improved knowledge and application of ultrasound diagnostics, cancer screening and staging and patient care. Material and methods The curriculum was developed through expert exchange and is based on the World Health Organisation's Manual of Diagnostic Ultrasound. It consisted of two didactic components: an on-site training phase across 5 days for a total of 24 hours, and a digital follow-up phase involving the meeting of a bi-weekly tumor board online. The learning objectives of the on-site training were normal imaging and recognition of common pathologies of the abdominal organs, vessels, lymph nodes, female breasts and lungs. The virtual tumour boards met to discuss cases and ultrasound findings, thus aiding continuing professional development after the training sessions had concluded. The face-to-face course component was accompanied by tests given before and after training as well as an evaluation sheet (Likert-scale with 1 = 'completely/very good' and 7 'not at all/very poor'). Results Of 20 participants from a rural hospital in Tanzania, a total of 16 were included in the analysis (clinical officers n = 6; medical officers n = 10). A significant increase in knowledge (p < 0.01) was measured both in the subjective self-assessment and in the theoretical competence tests. In multivariate linear regression, the status 'medical officers yes' (β = 5.4; p = 0.04) had a significant influence on theory test results at T2. During the 24 virtual tumour board meetings, 28 cases were discussed and a continuous improvement in image acquisition quality was observed. Conclusion The ultrasound education concept comes with a sustainable increase in clinical competence and improved oncological ultrasound screening locally. There is potential for the transfer of the concept to other locations, which can be explored in the future.
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Affiliation(s)
- Johannes Matthias Weimer
- Rudolf -Frey Learning Clinic, University Medical Centre of the Johannes Gutenberg-University Mainz, Mainz 55131, Germany
| | - Eva Kuhn
- Section Global Health, Institute of Hygiene and Public Health, University Hospital Bonn, Bonn 53127, Germany
| | - Michael Ludwig
- Section Global Health, Institute of Hygiene and Public Health, University Hospital Bonn, Bonn 53127, Germany
- Department of Internal Medicine I, Hospital of the German Armed Forces, Berlin 10115, Germany
| | | | - Godfrid Kapipi
- Marangu Lutheran Hospital, PO Box 107, Marangu, Tanzania
| | - Valentin Sebastian Schäfer
- Department of Rheumatology and Clinical Immunology, Clinic of Internal Medicine III, University Hospital Bonn, Bonn, Germany
| | - Adnan Sadiq
- Kilimanjaro Christian Medical University College, Moshi 2240, Tanzania
| | - Oliver Henke
- Section Global Health, Institute of Hygiene and Public Health, University Hospital Bonn, Bonn 53127, Germany
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Goglin S, Kolfenbach J. The Impact of COVID-19 on Education and Training in Rheumatology: A Narrative Review. Arthritis Care Res (Hoboken) 2024; 76:32-39. [PMID: 37849427 DOI: 10.1002/acr.25258] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2023] [Revised: 10/04/2023] [Accepted: 10/04/2023] [Indexed: 10/19/2023]
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Weimer AM, Berthold R, Schamberger C, Vieth T, Balser G, Berthold S, Stein S, Müller L, Merkel D, Recker F, Schmidmaier G, Rink M, Künzel J, Kloeckner R, Weimer J. Digital Transformation in Musculoskeletal Ultrasound: Acceptability of Blended Learning. Diagnostics (Basel) 2023; 13:3272. [PMID: 37892093 PMCID: PMC10606223 DOI: 10.3390/diagnostics13203272] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2023] [Revised: 10/11/2023] [Accepted: 10/18/2023] [Indexed: 10/29/2023] Open
Abstract
BACKGROUND ultrasound diagnostics have a broad spectrum of applications, including among diseases of the musculoskeletal system. Accordingly, it is important for the users to have a well-founded and up-to-date education in this dynamic examination method. The right balance between online and in-class teaching still needs to be explored in this context. Certifying institutions are currently testing digitally transformed teaching concepts to provide more evidence. METHODS this study compared two musculoskeletal ultrasound blended learning models. Model A was more traditional, with a focus on in-person teaching, while Model B was more digitally oriented with compulsory webinar. Both used e-learning for preparation. Participants completed evaluations using a seven-point Likert scale, later converted to a 0-1 scale. Digital teaching media (e-learning) were used for preparation in both courses. RESULTS the analysis included n = 41 evaluations for Model A and n = 30 for Model B. Model B received a better overall assessment (median: 0.73 vs. 0.69, p = 0.05). Model B also excelled in "course preparation" (p = 0.02), "webinar quality" (p = 0.04), and "course concept" (p = 0.04). The "gain of competence" (p = 0.82), "learning materials" (p = 0.30), and "tutor quality" (p = 0.28) showed no significant differences. CONCLUSION participants favorably assessed blended learning in ultrasound teaching. Certifying institutions should consider accrediting models that combine digital methods (e.g., internet lectures/webinars) and materials (e.g., e-learning) with hands-on ultrasound training. Further research is needed to validate these subjective findings for a stronger evidential basis.
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Affiliation(s)
- Andreas Michael Weimer
- Clinic for Trauma and Reconstructive Surgery, University Clinic Heidelberg, 69118 Heidelberg, Germany; (A.M.W.)
| | - Rainer Berthold
- Group Practice of Physicians Spilburg Wetzlar, Department of Orthopedics, 35578 Wetzlar, Germany
| | - Christian Schamberger
- Clinic for Trauma and Reconstructive Surgery, University Clinic Heidelberg, 69118 Heidelberg, Germany; (A.M.W.)
| | - Thomas Vieth
- Rudolf Frey Learning Clinic, University Medical Centre of the Johannes Gutenberg University Mainz, 55131 Mainz, Germany
| | - Gerd Balser
- Rudolf Frey Learning Clinic, University Medical Centre of the Johannes Gutenberg University Mainz, 55131 Mainz, Germany
| | - Svenja Berthold
- Department for Orthopaedics and Trauma Surgery, University Medical Centre Mannheim, 68167 Mannheim, Germany
| | - Stephan Stein
- Clinic for Trauma and Reconstructive Surgery, University Clinic Heidelberg, 69118 Heidelberg, Germany; (A.M.W.)
| | - Lukas Müller
- Department of Diagnostic and Interventional Radiology, University Medical Centre of the Johannes Gutenberg University Mainz, 55131 Mainz, Germany;
| | - Daniel Merkel
- BIKUS—Brandenburg Institute for Clinical Ultrasound, Brandenburg Medical School Theodor Fontane (MHB), 16816 Neuruppin, Germany
| | - Florian Recker
- Department of Obstetrics and Prenatal Medicine, University Hospital Bonn, 53127 Bonn, Germany
| | - Gerhard Schmidmaier
- Clinic for Trauma and Reconstructive Surgery, University Clinic Heidelberg, 69118 Heidelberg, Germany; (A.M.W.)
| | - Maximilian Rink
- Department of Otorhinolaryngology, Head and Neck Surgery, University Hospital Regensburg, 93053 Regensburg, Germany; (M.R.); (J.K.)
| | - Julian Künzel
- Department of Otorhinolaryngology, Head and Neck Surgery, University Hospital Regensburg, 93053 Regensburg, Germany; (M.R.); (J.K.)
| | - Roman Kloeckner
- Institute of Interventional Radiology, University Hospital Schleswig-Holstein—Campus Lübeck, 23538 Luebeck, Germany;
| | - Johannes Weimer
- Rudolf Frey Learning Clinic, University Medical Centre of the Johannes Gutenberg University Mainz, 55131 Mainz, Germany
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Mori T, Chor YK, Bui TL, Do HA, Ong GYK. Implementation and Assessment of a Hybrid Training Course on Point-of-Care Pediatric Ultrasound in Vietnam During the COVID-19 Pandemic. Cureus 2023; 15:e45758. [PMID: 37872933 PMCID: PMC10590496 DOI: 10.7759/cureus.45758] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/21/2023] [Indexed: 10/25/2023] Open
Abstract
Background As point-of-care ultrasound (POCUS) has gained popularity, some educational guidelines have been developed. However, in Vietnam, no training course in pediatric POCUS has yet been developed. This was challenging, especially during the COVID-19 pandemic. Objectives This study aimed to implement a three-month hybrid training course for pediatric POCUS training in Vietnam using both online and face-to-face hands-on sessions and to assess participants' self-efficacy level and change in their attitudes towards pediatric POCUS. Methods A hybrid training course in pediatric POCUS was implemented at a children's hospital in Vietnam. This study developed a standardized training course, including online learning, live lectures, hands-on sessions, and skill assessment based on the POCUS consensus educational guidelines. Physicians interested in pediatric POCUS were recruited for participation. They completed a self-evaluation survey before and after the course using a Likert score to assess their background, self-efficacy in performing POCUS, overall satisfaction with the course, and change in their attitudes towards POCUS three months after the course. Results A total of 19 physicians participated in the course. The mean post-training self-efficacy score was significantly higher than the pre-course assessment score: 73.1 (standard deviation (SD): 7.2) vs. 48.9 (SD: 12.5) (p <0.05). The efficacy level was retained three months after the course. Furthermore, overall satisfaction with the course was high at 9.5 (SD: 0.6). After the course, almost all participants strongly agreed to increase the use of POCUS in their clinical practice. Conclusion A hybrid training course in pediatric POCUS was successfully implemented in Vietnam and found the participants' self-efficacy level to be significantly higher after the course and the effect to be retained after the course. The training course could positively affect the participants' attitudes towards POCUS, encouraging them to use POCUS more frequently in their clinical practice.
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Affiliation(s)
- Takaaki Mori
- Department of Emergency Medicine, KK Women's and Children's Hospital, Singapore, SGP
| | - Yek Kee Chor
- Department of Paediatrics, Sarawak General Hospital, Sarawak, MYS
| | - Thanh Liem Bui
- Department of Pediatrics, University of Medicine and Pharmacy, Ho Chi Minh City, VNM
| | - Hong Anh Do
- Department of Emergency, Critical Care, and Clinical Toxicology, University of Medicine and Pharmacy, Ho Chi Minh City, VNM
| | - Gene Yong-Kwang Ong
- Department of Children's Emergency, KK Women's and Children's Hospital, Singapore, SGP
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Tawfik EA, Wijntjes J, Walker FO, Cartwright MS, van Alfen N. Short-term educational value of online neuromuscular ultrasound courses. Muscle Nerve 2023; 67:63-68. [PMID: 36354083 DOI: 10.1002/mus.27749] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2022] [Revised: 11/02/2022] [Accepted: 11/05/2022] [Indexed: 11/11/2022]
Abstract
INTRODUCTION/AIMS We have previously reported that online neuromuscular ultrasound courses are feasible and were found to be useful by most survey respondents. However, our previous report lacked objective assessment of the educational value of the courses. Therefore, we aimed in this study to evaluate the learning outcomes of online neuromuscular ultrasound courses. METHODS Each of the basic and advanced courses featured one pre- and two post-course online knowledge tests. The percentage of corrected answers and the participants' scores in the three tests were calculated and compared. RESULTS A total of 153 out of 277 course participants answered the course test. The mean percentage of correct answers were significantly higher in the second and first post-course tests compared to the pre-course test (Basic course test: 80.2 ± 14.8%, 75.5 ± 15.9%, 64.3 ± 19.1%, respectively; Advanced course test: 80.9 ± 20.1, 78.9 ± 15.2%, 69.5 ± 20.2%, respectively). The mean scores of the participants in the basic course test significantly improved in the first and second post-course tests (from 66.6% to 77.5% and from 67.2% to 80.2%, respectively) whereas those of the participants in the advanced course test significantly improved in the first post-course test only (from 76.3% to 85.4%). DISCUSSION This report demonstrates the capability of online neuromuscular ultrasound courses, particularly the basic-level courses, to enhance knowledge. This information can further help integrate virtual neuromuscular ultrasound teaching as a standard complementary educational format together with supervised in-person or remote hands-on training.
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Affiliation(s)
- Eman A Tawfik
- Department of Physical Medicine & Rehabilitation, Faculty of Medicine, Ain Shams University, Cairo, Egypt
| | - Juerd Wijntjes
- Department of Neurology and Clinical Neurophysiology, Donders Institute for Brain, Cognition and Behavior, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Francis O Walker
- Department of Neurology, Wake Forest School of Medicine, North, USA
| | | | - Nens van Alfen
- Department of Neurology and Clinical Neurophysiology, Donders Institute for Brain, Cognition and Behavior, Radboud University Medical Center, Nijmegen, The Netherlands
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