Medical Education
Conditions
Keywords
Medical education, Ultrasound, Online Training Management System
Brief summary
This single-center retrospective study evaluates the effectiveness of the Training Management System (TMS) ultrasound curriculum on the learning outcomes of PGY emergency physicians. By analyzing test scores and course participation data from 2018 to 2025, the study investigates whether blended learning improves PoCUS proficiency and explores its potential role in enhancing ultrasound education for junior physicians.
Detailed description
Current point-of-care ultrasound education faces multiple challenges. Traditional teaching methods, such as didactic lectures and bedside one-on-one training, are constrained by time, clinical workload, and faculty availability, leading to inconsistent learning outcomes. Additionally, PGY physicians, due to their limited clinical experience, struggle to develop proficiency in ultrasound in a randomized learning environment. The quality of ultrasound image acquisition and diagnostic accuracy is also highly dependent on the operator's experience. In recent years, online learning platforms, such as the Training Management System, have been introduced to enhance learning flexibility. However, the long-term impact of such platforms on trainees' clinical application remains unclear. This study aims to evaluate the impact of the TMS ultrasound curriculum on the learning outcomes of PGY emergency physicians and explore the feasibility of a blended learning approach in improving ultrasound skill application. This single-center retrospective study analyzes test data from PGY trainees who participated in emergency PoCUS training between 2018 and 2025, including post-course test scores, objective structured clinical examination scores, and self-reported TMS course participation. The findings of this study may provide insights into the effectiveness of online and blended learning models in developing ultrasound proficiency among junior physicians and inform future medical education curriculum design.
Interventions
None listed
Sponsors
National Taiwan University Hospital
Study design
Observational model
COHORT
Time perspective
RETROSPECTIVE
Eligibility
Sex/Gender
ALL
Age
20 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
1. PGY trainees who participated in the Department of Emergency Medicine ultrasound training program during the study period. 2. Trainees with complete course participation records and assessment results.
Exclusion criteria
1. Non-PGY participants (e.g., senior residents, attending physicians, medical students). 2. Incomplete assessment data that prevents a full evaluation of learning outcomes. 3. Any abnormal data not meeting study criteria (e.g., recording errors or duplicate entries).
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Mean Post-Course Test Score | From enrollment to the end of the test at 8 weeks | Mean score of participants on the post-course knowledge test (range: 0-100 points; higher scores indicate better knowledge acquisition) |
| Mean OSCE Rating Score | From enrollment to completion of OSCE at 8 weeks. | Mean score of participants on the Objective Structured Clinical Examination (OSCE) assessing ultrasound performance. The OSCE includes structured evaluation of the following domains: Image Acquisition Quality: Clarity and completeness of target anatomical structures (e.g., blood vessels, Morrison's pouch, spleno-renal recess, cul-de-sac). Diagnostic Accuracy: Ability to correctly interpret ultrasound findings and reach an appropriate clinical diagnosis. Scanning Technique and Efficiency: Smoothness, probe handling, and adherence to scanning protocols. Each domain is rated on a 10-point Likert scale (1 = Poor, 10 = Excellent), with higher scores indicating better clinical performance. The overall OSCE score is calculated as the mean of these domain scores. |
Contacts
Primary ContactWan Ching Lien, M.D., Ph.D.
Outcome results
None listed