AB0846 CONCEPTION AND FEASIBILITY OF A DIGITAL TELE-GUIDED ABDOMEN, THORAX AND THYROID GLAND ULTRASOUND COURSE FOR MEDICAL STUDENTS
Authors: E. Höhne, F. Recker, E. Schmok, P. Brossart, T. Raupach, V. Schäfer
Journal: Annals of the Rheumatic Diseases (2021)

Background: Over the past few decades, technological advances in both ultrasound (US) and the application of telemedicine have been made [1]. Medical education has shifted to online classes during the COVID-19 pandemic, creating challenges in adequate training of US. Objectives: In the context of the current COVID-19 pandemic and the discontinuation of traditional classroom teaching, a tele-didactic US course for undergraduate medical students was developed. This study is examining the educational outcome of a new digital US course of the abdomen, thorax and the thyroid gland with the implementation of a modern portable US system. Methods: A tele-guided US course was established between April 1 st and June 20 th , 2020, at the University Hospital in Bonn, Germany. Students completed pre-and post-course surveys and underwent six US organ modules. Each module took place in a flipped-classroom concept including a digital learning platform. An objective structured assessment of US skills (OSAUS) [2] was implemented as final exam. Further, US images of the course and exam were rated by the Brightness Mode Quality Ultrasound Imaging Examination Technique (B-QUIET) [3]. Achieved points in image rating were compared to the OSAUS exam and survey results. Results: A total of 15 medical students were enrolled. There was a significant increase in self-assessed theoretical and practical ability (p &lt; 0.001). Students achieved an average score of 154.5 (SD ± 11.72) out of 175 points (88.29%) in OSAUS, which corresponded to the image rating using B-QUIET and self-assessment data obtained in surveys. Interrater analysis of US images showed a favorable agreement with an ICC (2,1) of 0.895 (95% confidence interval 0.858 &lt; ICC &lt; 0.924). Conclusion: US training via teleguidance should be considered in medical education. Our pilot study demonstrates the feasibility of this concept that can be used in the future to improve US training of medical students even during a pandemic. The digital implementation with an affordable, portable point-of-care-US device could be an incredible opportunity to expedite US training worldwide. References: [1]Law J, Macbeth PB. Ultrasound: from Earth to space. Mcgill J Med 2011; 13(2): 59 [PMID: 22399873] [2]Tolsgaard MG, Todsen T, Sorensen JL , et al. International multispecialty consensus on how to evaluate ultrasound competence: a Delphi consensus survey. PLoS One 2013; 8(2): e57687 [https://doi.org/10.1371/journal.pone.0057687][PMID: 23469051] [3]Bahner DP, Adkins EJ, Nagel R, Way D, Werman HA, Royall NA. Brightness mode quality ultrasound imaging examination technique (B-QUIET): quantifying quality in ultrasound imaging. J Ultrasound Med 2011; 30(12): 1649–55 [4][https://doi.org/10.7863/jum.2011.30.12.1649][PMID: 22124000] Figure 1. Implementation of the digital ultrasound course concept Classroom setting is displayed, demonstrating simultaneous screen transmission of ultrasound (US) and camera images. A: The peer tutor’s camera image is shared with the students while demonstrating the US examination, B: At the same time the tutor’s mobile phone screen is shared with the students in order to visualize the US image acquisition, C: Students performing the US examination on their own, D: Example of a worksheet, which had to be completed within the app and was stored along with the US images in the cloud Disclosure of Interests: None declared