Document Type
Article
Publication Date
3-26-2025
Abstract
BACKGROUND: Recently, nontraditional educational resources like podcasts, blogs, and online media have gained prominence in medical education and are abundant within the field of point-of-care ultrasound (POCUS). However, the extent to which POCUS educators utilize online resources compared to traditional resources, like textbooks, journal articles, and in-person workshops, is unknown. We aim to define which types of educational resources are used and preferred by POCUS educators to teach trainees.
METHODS: An expert working group developed a survey aimed to characterize the types of materials used by POCUS educators and their perceived importance on a 6-point forced ranking scale. We administered the survey to POCUS educators at the 2023 Society for Clinical Ultrasound Fellowships conference. Responses were analyzed using random-effects regression analyses.
RESULTS: Sixty-two participants completed the questionnaire. In-person workshops (mean importance 5.1, 95% confidence interval [CI] 4.8-5.4) and online media (mean importance 4.8, 95% CI 4.4-5.1) were ranked as the most important resources for POCUS education overall, though not statistically different from each other (
CONCLUSIONS: POCUS educators view nontraditional educational materials with great importance, though in-person workshops remain the mainstay of POCUS education. POCUS educators utilize nontraditional educational materials and consider them more important than textbooks within POCUS curricula.
Recommended Citation
Broadstock, Arthur; Kalantari, Annahieta; Dessie, Almaz S.; Alvarez, Al'ai; Lewiss, Resa E.; Acuna, Josie; Weekes, Anthony; Maloney, Kaylah; Stolz, Uwe; Stolz, Lori; and Shah, Aalap, "Evaluating the Role of Traditional and Nontraditional Educational Resources in Point-Of-Care Ultrasound Training: A Cross-Sectional Survey of Educator Preferences and Practices" (2025). Department of Emergency Medicine Faculty Papers. Paper 260.
https://jdc.jefferson.edu/emfp/260
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
PubMed ID
40351345
Language
English
Comments
This article is the author's final published version in AEM Education and Training, Volume 9, Number 3, June 2025, Article number e70039. Copyright © The Author(s) 2025.
The published version is available at https://doi.org/10.1002/aet2.70039.