Ultrasound Simulation Training for Radiology Residents-Curriculum Design and Implementation

Application of ultrasound simulation training in intensive care nursing teaching

INTRODUCTION

The accuracy of ultrasound diagnosis of nurses in intensive care unit is helpful to improve the quality of nursing care. The traditional ultrasound teaching model has been unable to meet the needs of intensive care. Ultrasound simulation training as a new teaching model can improve the quality and efficiency of teaching. Therefore, the application of ultrasonic simulation training in intensive care ultrasound teaching hopes to improve the technical expertise, proficiency and accuracy of ultrasound use in intensive care nurses.

METHODS

A total of 40 nurses were divided equally into two groups. Twenty nurses in the control group were taught with the classic teaching method, and 20 nurses in the experimental group were taught with the ultrasound simulation training method. Each nurse practiced for about 15 min each time, three times a week, for a total of 30 days. After training, the theoretical and practical scores of the two groups were compared.

RESULT

The experimental group were significantly higher than those of the control group, and the difference was statistically significant (p < 0.05) including the aspect of the theoretical scores (p < 0.001), practical scores (p < 0.001), and nursing satisfaction rates (p < 0.05).

CONCLUSIONS

Compared with traditional teaching mode, ultrasonic simulation training is helpful to improve the teaching quality of intensive care nursing, and it can be tried to be applied to ultrasonic training in the future.

Benefits of simulation for ultrasound-guided midline placement training: MC-in-Sim pilot study

INTRODUCTION

Ultrasound-guided placement of Midlines catheters (MCs) is a standard procedure with many benefits for patients. Even if there are some guidelines worldwide, this invasive technique is still taught at the patient's bed and relies on mentoring in many care centers. The performance of this care by novice practitioners raises ethical and quality of care issues mainly because of its risk of complications. This study aimed to propose and assess a simulation-based learning method for the placement of MCs in novice practitioners.

METHODS

A single-center prospective observational study was conducted with anesthesia residents who had no prior experience of Midline placement. Two workshops were planned. The first one consisted of a theoretical training and a simulated practical phase. The second workshop included an assessment of theoretical memorization, a practical exercise and adherence to the training program.

RESULTS

The median score of the theoretical memorization was 14.6 (interquartile range [IQR]: 13.5-15.8). The MCs placement time was significantly higher (Med: 12.23 min; IQR: 12.21-12.80) for novice practitioners who did not successfully complete solo MCs placement in simulation versus novice practitioners who successfully completed solo MCs placement in simulation 6.66 min (IQR: 5.92-8.93) (p = 0.002). The number of attempts was significantly higher (p = 0.034) for the novice practitioners who did not successfully complete solo MCs placement in simulation with 67% having performed three punctures, against 0% for the novice practitioners who successfully completed solo MCs placement in simulation. All novice practitioners found this training model efficient for learning how to place MCs and considered it allows for reproducibility in care situations.

CONCLUSION

This ultrasound-guided MCs training on simulation is an agile and fast alternative to traditional bedside training for anesthesia novice practitioners.

Competency-based ultrasound curriculum for standardized training resident: a pre- and post-training evaluation

BACKGROUND

Ultrasound training is crucial for residents across specialties but presents challenges for residents that are not specializing in ultrasound. Investigating the effectiveness of competency-based ultrasound curricula for a wider range of medical specialties is imperative.

METHODS

A total of 250 residents who attended the ultrasound curriculum between June 2023 and June 2024 were included in the analysis. The competency-based curriculum combined theoretical and practical training. The evaluations were taken both before the residents participated in the ultrasound curriculum (pre-training) and after completing the training (post-training). Resident feedback was also collected.

RESULTS

Post-training, all the grades improved interpretation scores and reduced answer times, resulting in knowledge homogenization. Imaging specialty residents initially scored higher, but non-imaging-related residents showed greater improvements post-training; feedback highlighted the need for an expanded training scope, more hands-on practice, and optimized schedules, emphasizing the importance of comprehensive ultrasound training.

CONCLUSIONS

The competency-based ultrasound curriculum enhances theoretical and practical skills, standardizing knowledge across grades and benefiting non-imaging-related residents the most. This study supports the integration of structured ultrasound training in residency programs to improve clinical competencies.

Design and evaluation of an anthropomorphic neck phantom for improved ultrasound diagnostics of thyroid gland tumors

PURPOSE

Thyroid cancer is one of the most common cancers worldwide, with ultrasound-guided biopsy being the method of choice for its early detection. The accuracy of diagnostics directly depends on the qualifications of the ultrasonographers, whose performance can be enhanced through training with phantoms. The aim of this study is to propose a reproducible methodology for designing a neck phantom for ultrasound training and research from widely available materials and to validate its applicability.

METHODS

The phantom was made using polyvinyl chloride mixed with additives to reproduce different levels of brightness on ultrasound screens. 3D printing and casting were used to create the neck model and various structures of the neck, including bones, cartilage, arteries, veins, lymph nodes, thyroid gland, and soft tissues. The small objects, such as tumor and lymph node models, were shaped manually. All the phantom's materials were carefully selected to match the ultrasonic speed and attenuation values of real soft tissues and bones.

RESULTS

The thyroid gland contains models of a cancerous and cystic nodule. In the neck, there are models of carotid arteries and jugular veins filled with ultrasound-transparent gel. Additionally, there are replicas of lymph nodes and bone structures such as hyoid bone, thyroid cartilage, trachea, and vertebrae. The resulting phantom covers the entire neck area and has been positively received by practicing ultrasound specialists.

CONCLUSIONS

The proposed manufacturing technology offers a reliable and cost-effective approach to produce an anthropomorphic neck phantom for ultrasound diagnosis of the thyroid gland. The realistic simulation provided by the phantom enhances the quality and accuracy of ultrasound examinations, contributing to better training for medical professionals and improved patient care. Subsequent research efforts can concentrate on refining the fabrication process and exploring additional features to enhance the phantom's capabilities.

Performance Comparison of Augmented Reality Versus Ultrasound Guidance for Puncture: A Phantom Study

PURPOSE

Augmented reality (AR) is an innovative approach that could assist percutaneous procedures; by directly seeing "through" a phantom, targeting a lesion might be more intuitive than using ultrasound (US). The objective of this study was to compare the performance of experienced interventional radiologists and operators untrained in soft tissue lesion puncture using AR guidance and standard US guidance.

MATERIAL AND METHODS

Three trained interventional radiologists with 5-10 years of experience and three untrained operators performed punctures of five targets in an abdominal phantom, with US guidance and AR guidance. Correct targeting, accuracy (defined as the Euclidean distance between the tip and the center of the target), planning time, and puncture time were documented.

RESULTS

Accuracy was higher for the trained group than the untrained group using US guidance (1 mm versus 4 mm, p = 0.001), but not when using AR guidance (4 mm vs. 4 mm, p = 0.76). All operators combined, no significant difference was found concerning accuracy between US and AR guidance (2 mm vs. 4 mm, p = 0.09), but planning time and puncture time were significantly shorter using AR (respectively, 15.1 s vs. 74 s, p < 0.001; 16.1 s vs. 59 s; p < 0.001).

CONCLUSION

Untrained and trained operators obtained comparable accuracy in percutaneous punctures when using AR guidance whereas US performance was better in the experienced group. All operators together, accuracy was similar between US and AR guidance, but shorter planning time, puncture time were found for AR guidance.

Level Up Your Residency: Can a Novel Two-Week Simulation Rotation Really Make a Difference?

INTRODUCTION

This study describes a unique two-week simulation-based medical education (SBME) rotation for transitional year (TY) residents. During the rotation, residents are fully integrated into the simulation team, actively participating in clinically based interprofessional scenarios, procedural techniques, and mixed reality experiences. Residents also created and ran their own simulations while receiving content expert feedback. We evaluated the rotation's effectiveness in preparing TY graduates for their specific advanced residency track.

METHODS

A retrospective survey evaluated the experiences of 11 TY residents who participated in a unique two-week simulation rotation. The survey assessed residents' perceptions of the program's value and skill development, course design, scenario relevance to future practice, and preparedness to develop future scenarios.

RESULTS

Residents (11 out of 12 residents, 92% response rate) overwhelmingly endorsed the simulation rotation (100% positive, 45.45% extremely valuable). The program demonstrably improved core clinical skills (100% reported improvement) and fostered self-efficacy for future practice. Scenario relevance was high (81.82% highly relevant). Collaboration and communication skills showed promise (72.73% positive) while highlighting a potential area for future refinement. Residents unanimously agreed on effective time allocation and the program's value for debriefing skills. Notably, 91% strongly supported residency-specific simulation training.

DISCUSSION

The two-week simulation was perceived by prior TY residents as valuable, with a majority finding the experience highly valuable across multiple survey questions. Residents overwhelmingly expressed a preference for residency-specific training, suggesting future development of specialty-tailored modules and enhanced debriefing sessions. The findings highlight the program's effectiveness and successful implementation into a TY residency curriculum.

Ultrasound simulation training to meet the 2021 Royal College of Radiologists' curriculum for radiology trainees: South East London experience

AIM

To enhance ultrasound teaching delivery to radiology trainees using a simulation course matched to the 2021 Royal College of Radiologists (RCR) curriculum.

MATERIAL AND METHODS

An ultrasound simulation training course was designed for specialty trainees (ST) 1 in radiology, which was based on the 2021 RCR curriculum and covered the top ultrasound training priorities. The course was piloted initially on two occasions in a 1-day format to the August 2021 and the March 2022 ST1 intake trainees. Based on the feedback, a comprehensive 4-day course was developed and delivered between October and December 2022 for the August 2022 ST1 intake, funded by Health Education England. The outcomes measured were subjective trainee feedback using numerical scores and free text.

RESULTS

All King's College Hospital NHS Foundation Trust radiology ST1 trainees from the August 2021 to the August 2022 intake participated in ultrasound simulation training. The training matched the RCR curriculum and increased the trainees' confidence and competency in medical ultrasound.

CONCLUSIONS

Ultrasound simulation training can be successfully delivered to ST1 trainees to match the 2021 RCR curriculum and enhance training in medical ultrasound for radiologists.