Healthy adults
Conditions
Interventions
This is a prospective, multicenter interventional study designed to evaluate the educational effects of pre-learning and remote hands-on instruction for FOCUS. The study targets FOCUS beginners, inclu
Sponsors
Jichi Medical University
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Among FOCUS beginners, the participants will include: 1) medical students (third-year or above, who have passed the written examination in cardiology at their respective universities) 2) clinical residents (postgraduate years 1 and 2) 3) clinicians (including specialty trainees, regardless of specialty or age)
Exclusion criteria
Exclusion criteria: 1) medical students who have experience providing FOCUS instruction to their peers (peer teaching) 2) clinical residents and clinicians who routinely perform FOCUS independently in clinical practice, or are capable of doing so
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| We will examine whether FOCUS OSCE (objective structured clinical examination) scores improve before and after pre-learning, and whether FOCUS OSCE scores improve before and after remote hands-on instruction. | — |
Secondary
| Measure | Time frame |
|---|---|
| We will evaluate the quality of the best images obtained through self-performed ultrasound examination conducted as pre-learning. We will examine whether multiple-choice question (MCQ) scores improve before and after pre-learning. We will compare, via questionnaire, the usefulness of pre-learning alone versus the combination of pre-learning and remote hands-on instruction for OSCE performance. | — |
Countries
Japan
Contacts
Public ContactToru Kameda
Jichi Medical University Department of Clinical Laboratory Medicine
Outcome results
None listed