Simulation-based training in echocardiography

Novel Intracardiac Ultrasound Images Developed on a Cardiac Ultrasound Simulator and Validated in Live Horses

INTRODUCTION

Ultrasonographic guidance of catheter-based interventions in horses is based primarily on transthoracic echocardiography (TTE). Intracardiac echocardiography (ICE) has the potential to provide detailed imaging of specific cardiac regions. Insight and training in echocardiographic guidance can be acquired using an echocardiography simulator.

HYPOTHESIS/OBJECTIVES

Use an echocardiography simulator for horses to determine specific ICE views for catheter-based interventions and validate these in live horses.

ANIMALS

Six adult healthy experimental horses.

METHODS

Observational study. An echocardiographic phantom based on a three-dimensional computer model of the equine heart was used. This phantom was positioned in a water tank, allowing simultaneous TTE and ICE catheter introduction. Novel ICE images from within the thoracic inlet and right atrium were determined on the ultrasound simulator, with TTE as back-up modality to determine ICE catheter position in the simulator if necessary. Images were validated in six horses, with adaptations to catheter manipulations where needed.

RESULTS

Novel ICE images developed on the ultrasound simulator could be replicated in live horses, with no changes in catheter manipulations. These views allowed visualization of the tributaries of the cranial vena cava, both atria, pulmonary veins, aorta, and pulmonary artery.

CONCLUSIONS AND CLINICAL IMPORTANCE

The ultrasound simulator was useful in developing additional ICE images in order to understand echocardiographic anatomy. This simulator creates possibilities for ICE diagnosis of specific cardiac conditions and further development of ICE-guided catheter-based interventions in horses. The ultrasound simulator can be helpful for providing echocardiographic training and reduction of experimental animal use.

Self-Learning Videos in Focused Transthoracic Echocardiography Training

BACKGROUND

Focused transthoracic echocardiography (FOTE) is crucial for patients' bedside management. However, limited opportunities exist for practical FOTE training, prompting the use of simulation and self-learning videos to overcome this constraint. This study aimed to evaluate the impact of incorporating self-learning videos into a simulation FOTE training course.

APPROACH

This was a prospective, randomized study involving University of Toronto internal medicine residents, who participated in a 2-h didactic and simulation FOTE training course before being randomized to a control group receiving written learning materials or an intervention group with additional self-directed learning videos.

EVALUATION

Twenty-eight participants were randomized, and twenty-one (75%) completed the 1-month follow-up. Participants were assessed using a written test on image acquisition techniques and structure identification, scanning time and image quality on a simulator and self-reported scanning comfort, both pre-intervention and 1-month post-intervention. The groups had no significant difference in the time spent reviewing the material (1.5 vs. 1.4 h, p = 0.76). A significant increase in post-course scores was observed in all evaluations except for the control group's written test (p = 0.07). There were no significant between-group differences across the written test (p = 0.7), image quality (p = 0.6) and comfort level (p = 0.7). Compared to the control group, the intervention group exhibited a greater reduction in the scanning time (38 vs. 72 s, p = 0.02).

IMPLICATIONS

FOTE training effectively increases theoretical knowledge and practical skills in a simulated setting. However, limited video utilization by participants precluded the inference of definitive conclusions on the impact of self-learning videos.

Simulation-Based Echocardiography Training Enhanced Competence and Self-Confidence in Neonatal Residents

AIM

Mastering echocardiography scans is essential in neonatology, but bedside training can be difficult due to the instability of neonatal patients. The aim of this study was to demonstrate the benefits of simulation-based training for residents learning echocardiography.

METHODS

This multicentre randomised controlled trial involved residents from three French neonatology departments. The authors compared a control group with theoretical and bedside training and a simulation group with additional simulation-based training. Evaluations were conducted three and 6 months after training using two scoring methods: a reference score for the quality of the echocardiographic sections and a custom-made score for recognising anatomical structures.

RESULTS

We randomised 52 residents from 1 May 2021 to 31 May 2023. After 3 months, the residents in the simulation group achieved a higher mean score than the residents in the control group for both the reference score (11.5 ± 2.3 points vs. 7.4 ± 3.4 points, p < 0.001) and the custom-made score (25.8 ± 5.3 points vs. 16.9 ± 7.8 points, p < 0.001). The difference remained significant at 6 months and the custom-made score showed good agreement with the reference score.

CONCLUSION

Simulation-based training was a valuable approach for training neonatal residents to perform echocardiography and more extensive training courses should be developed.

TRIAL REGISTRATION

ClinicalTrials.gov identifier: NCT06442683.

Simulator training in focus assessed transthoracic echocardiography (FATE) for undergraduate medical students: results from the FateSim randomized controlled trial

INTRODUCTION

Ultrasound is important in heart diagnostics, yet implementing effective cardiac ultrasound requires training. While current strategies incorporate digital learning and ultrasound simulators, the effectiveness of these simulators for learning remains uncertain. This study evaluates the effectiveness of simulator-based versus human-based training in Focused Assessed with Transthoracic Echocardiography (FATE).

MATERIALS AND METHODS

This single-centre, prospective, randomised controlled study was conducted during an extracurricular FATE workshop (approximately 420 min) for third-year medical students. Participants were randomly assigned to the study group (training solely on simulators) or the control group (training on human subjects). Both groups completed a theory test and a self-assessment questionnaire before the course (T1) and at the end of the training (T2). At T2, all participants also completed two Direct Observation of Procedural Skills (DOPS) tests-one on the simulator (DOPSSim) and one on humans (DOPSHuman).

RESULTS

Data from 128 participants were analysed (n = 63 study group; n = 65 control group). Both groups exhibited increased competency between the T1 and T2 self-assessments and theory tests (p < 0.01). In the DOPSHuman assessment at T2, the control group performed significantly better (p < 0.001) than the study group. While motivation remained consistently high among both groups, the study group rated their "personal overall learning experience" and the "realistic nature of the training" significantly worse than the control group (p < 0.0001). Both groups supported the use of ultrasound simulators as a "supplement to human training" (study: 1.6 ± 1.1 vs. control: 1.7 ± 1.2; p = 0.38), but not as a "replacement for human training" (study: 5.0 ± 2.3 vs. control: 5.4 ± 2.1; p = 0.37).

CONCLUSION

Both simulator- and human-based training effectively developed theoretical and practical skills in FATE. However, the simulator group demonstrated significantly poorer performance when applying their skills to human subjects, indicating limitations in the transferability of this simulator-based training to real-life patient care. These limitations of simulator-based ultrasound training should be considered in future training concepts.

CLINICAL TRIAL NUMBER

Not Applicable.

Novel Three-Dimensionally Printed Ultrasound Probe Simulator and Heart Model for Transthoracic Echocardiography Education

Simulation-based training is an essential component in the education of transthoracic echocardiography (TTE). Nevertheless, current TTE teaching methods may be subject to certain limitations. Hence, the authors in this study aimed to invent a novel TTE training system employing three-dimensional (3D) printing technology to teach the basic principles and psychomotor skills of TTE imaging more intuitively and understandably. This training system comprises a 3D-printed ultrasound probe simulator and a sliceable heart model. The probe simulator incorporates a linear laser generator to enable the visualization of the projection of the ultrasound scan plane in a 3D space. By using the probe simulator in conjunction with the sliceable heart model or other commercially available anatomic models, trainees can attain a more comprehensive understanding of probe motion and related scan planes in TTE. Notably, the 3D-printed models are portable and low-cost, suggesting their potential utility in various clinical scenarios, particularly for just-in-time training.

Novel Three-Dimensional Printed Human Heart Models and Ultrasound Omniplane Simulator for Transesophageal Echocardiography Training

Simulation-based training plays an essential role in transesophageal echocardiography (TEE) education. Using 3-dimensional printing technology, the authors invented a novel TEE teaching system consisting of a series of heart models that can be segmented according to actual TEE views, and an ultrasound omniplane simulator to demonstrate how ultrasound beams intersect the heart at different angles and generate images. This novel teaching system is able to provide a more direct way to visualize the mechanics of obtaining TEE images than traditional online or mannequin-based simulators. It can also provide tangible feedback of both an ultrasound scan plane and a TEE view of the heart, which has been proven to improve trainees' spatial awareness and can significantly help in understanding and memorizing complex anatomic structures. This teaching system itself is also portable and inexpensive, making it conducive to teaching TEE in regions of diverse economic status. This teaching system also can be expected to be used for just-in-time training in a variety of clinical scenarios, including operating rooms, intensive care units, etc.

FoCUS cardiac ultrasound training for undergraduates based on current national guidelines: a prospective, controlled, single-center study on transferability

INTRODUCTION

In emergency and critical-care medicine, focused cardiac ultrasound (FoCUS) is indispensable for assessing a patient's cardiac status. The aim of this study was to establish and validate a peer-to-peer-supported ultrasound course for learning FoCUS-specific skills during undergraduate studies at a German university.

METHODS

A 1-day, 12 teaching units training course was developed for students in the clinical section of medical college, with content based on the current national guidelines. A total of 217 students participated in the study (97 in the course group and 120 in the control group). The course and the participants' subjective assessment of improved skills were evaluated using a questionnaire (7-point Likert scale; 7 = complete agreement and 1 = no agreement at all). Objective learning gains were assessed by tests before and after the course. These consisted of a test of figural intelligence (eight items) and a test of technical knowledge (13 items).

RESULTS

The course participants experienced significant improvement (P < 0.001) from before to after the course, with a large effect size of η²_part = 0.26. In addition, the course group had significantly better results (P < 0.001) than the control group in the post-test, with a medium to large effect size of η²_part = 0.14. No significant differences (P = 0.27) were detected in the test section on figural intelligence. The evaluations showed that the participants had a high degree of satisfaction with the course approach, teaching materials, and tutors. There was also a positive increase in their subjective assessment of their own skills, including areas such as technical knowledge, ultrasound anatomy, and performance of the examination.

CONCLUSION

The results of both the objective learning assessment and the subjective evaluations suggest that a FoCUS course originally intended for qualified physicians is equally suitable for students. With the development and provision of modern digital teaching media, even more students will be able to benefit from this approach in the future.

Sustained improvement in fellows' echocardiographic completeness through the coronavirus pandemic with a standardised imaging protocol

First-year cardiology fellows must quickly learn basic competency in echocardiography during fellowship orientation. This educational process was disrupted in 2020 due to the coronavirus pandemic, as our hands-on echocardiography teaching transitioned from practice on paediatric volunteers to simulation-based training. We previously described an improvement in echocardiographic completeness after implementation of a standardised imaging protocol for the performance of acute assessments of ventricular function. Herein, we assessed whether this improvement could be sustained over the two subsequent years, including the fellowship year affected by the pandemic. Echocardiograms performed by first-year paediatric cardiology fellows to assess ventricular function were reviewed for completeness. The frequency with which each requested component was included was measured. A total demographic score (out of 7) and total imaging score (out of 23) were calculated. The pre-protocol years (2015-2017) were compared to the post-protocol years (2018-2020), and the pre-COVID years (2018-2019) were compared to the year affected by COVID (2020). There was a sustained improvement in completeness after protocol implementation with improvement in the demographic score (median increasing from 6 to 7, p < 0.001) and imaging score (median increasing from 13 to 16, p < 0.001). More individual components showed a statistically significant increase in frequency compared to our prior publication. The COVID pandemic resulted in very few differences in completeness. Demographic reporting improved modestly (p = 0.04); the imaging score was unchanged (p = 0.59). The only view obtained less frequently was the apical two-chamber view. A standardised imaging protocol allowed sustained improvements in echocardiographic completeness despite the disruption of fellowship orientation by COVID-19.

Impact of the COVID-19 pandemic on cardiology fellow echocardiography education at a large academic center

BACKGROUND

In response to COVID-19 pandemic state restrictions, our institution deferred elective procedures from 3/15/2020 to 6/13/2020, and removed cardiology fellows from the echocardiography rotation to staff clinical services. We assessed the impact of the COVID-19 pandemic on fellow education and echocardiography volumes.

METHODS

Our institutional database was used to examine volumes of transthoracic (TTE), stress (SE), and transesophageal echocardiograms (TEE) from 7/1/2018 to 10/10/2020. Study volumes were compared in three intervals: pre-pandemic (7/1/2018- 3/14/2020), pandemic (3/15/2020-6/13/2020), and pandemic recovery (6/14/2020-10/10/2020). We examined weekly number of TTEs performed or interpreted by cardiology fellows during the study period, and compared these to the two previous academic years.

RESULTS

Weekly TTE volume declined by 54% during the pandemic, and increased by 99% during pandemic recovery, (p < 0.05). SE and TEE revealed similar trends. A strong correlation between weekly TTE volume and inpatient admissions was observed during the study period (r_s=0.67, p < 0.05). Weekly fellow TTE scans declined by 78% during the pandemic, with a 380% increase during pandemic recovery (p < 0.05). Weekly fellow TTE interpretations declined by 56% during the pandemic, with a 76% increase during pandemic recovery (p < 0.05).

CONCLUSION

COVID restrictions between 3/15/2020- 6/14/2020 coincided with a marked decline in TTE, SE, and TEE volumes, with an increase similar to near pre-pandemic volumes during the pandemic recovery period. A similar decline with the onset of COVID restrictions, and increase to pre-restriction volumes thereafter was observed with fellow scans and interpretations, but total academic year fellow training volumes remained depressed. With the ongoing COVID-19 pandemic and rise of multiple variants, training programs may need to adjust fellows' clinical responsibilities so as to support achievement of echocardiography training certification.

Interventional echocardiography: Opportunities and challenges in an emerging field

The growth of transcatheter structural heart disease interventions has created a subspecialty of interventional imagers who focus on preprocedural planning and the periprocedural guidance of these complex cases. In particular interventional imagers who focus on periprocedural guidance have developed a specific expertise in interventional transesophageal echocardiography (iTEE). This nascent field has challenges in training, reimbursement, and occupational hazards which are unique to this field. This review encompasses the evolution of iTEE, current challenges, and future opportunities.

Transesophageal Echocardiography Simulator Training: A Systematic Review and Meta-analysis of Randomized Controlled Trials

SUMMARY STATEMENT

We aimed to assess the learning effects of novice transesophageal echocardiography (TEE) simulator training and to identify gaps in existing studies. We performed a systematic review and meta-analysis of randomized controlled trials (RCTs) comparing the learning effects of novice TEE training with versus without simulators, searching published articles and proceedings in 6 major databases in June 2019. We included 9 RCTs (268 participants). Compared with nonsimulator training, TEE simulator training resulted in higher skill and knowledge posttraining test scores with large effect sizes (standardized mean difference = 0.81 for skill, 1.61 for knowledge; low-certainty evidence) and higher training satisfaction with a small effect size (standardized mean difference = 0.36; very low-certainty evidence). No RCTs reported training budget or patient outcomes. Additional well-designed studies with low risk of bias and large sample sizes are needed to provide reliable and robust findings and develop more effective TEE simulation-based training curricula.

Quality Assurance and Improvement Project in Echocardiography Laboratory: The Pivotal Importance of Organizational and Managerial Processes

Echocardiography plays a vital role in the diagnosis and management of cardiovascular conditions. Echocardiography use is progressively increasing nowadays, and this is correlated to the evolving echo indications, to the relatively new available echocardiography modes (tissue Doppler imaging, speckle tracking imaging, three-dimensional mode, etc.) and modalities (transthoracic, transesophageal, and intracardiac) along with the various available clinical approaches (point of care echo, portable echo, etc.). Quality assurance in echocardiography is correlated to appropriate use criteria, adequate equipment, standardization of performance and reporting, along with timely storage and archiving. Quality improvement plan must target strategic planning, with metrics and timeline for assessment and re-assessment of results. Improvement project aims to ensure and enhance conformity with appropriate use criteria and standardization, timely completion of exams and reports, detection of discrepancies, and continuous improvement of knowledge and skills. Strategic planning is essential in this context in order to develop organizational and managerial processes, with regular auditing for a highly professional and advanced level of echocardiography, while ensuring teamwork and standards of ethical values.

A New Educational Framework to Improve Lifelong Learning for Cardiologists

Lifelong learning is essential for the practicing cardiologist. Present lifelong learning mechanisms are stagnant and at risk for not meeting the needs of currently practicing cardiologists. With the increasing burden of cardiovascular disease, growing complexity of patient care, and ongoing pressures of nonclinical responsibilities, educational programming must evolve to meet the demands of the contemporary cardiovascular professional. A paradigm shift, replete with modern and practical educational tools, is needed in the lifelong learning armamentarium. Emerging evidence of novel educational strategies in graduate medical education supports the promise of broader application of these tools to different stages of professional life. In this commentary from the Fellows-in-Training Section Leadership Council, the authors propose 3 novel educational tools-personalized learning, adaptive learning, and the flipped classroom-to improve lifelong learning to meet the educational needs of fellows-in-training to practicing cardiologists alike.

Acceleration of the learning curve for mastering basic critical care echocardiography using computerized simulation

PURPOSE

To assess the impact of computerized transthoracic echocardiography (TTE) simulation on the learning curve to achieve competency in basic critical care echocardiography (CCE).

METHODS

In this prospective bicenter study, noncardiologist residents novice in ultrasound followed either a previously validated training program with adjunctive computerized simulation on a mannequin (two 3 h-sessions; Vimedix simulator, CAE Healthcare) (interventional group; n = 12) or solely the same training program (control group; n = 12). All trainees from the same institution were assigned to the same study group to avoid confusion bias. Each trainee was evaluated after 1 (M1), 3 (M3) and 6 (M6) months of training using our previously validated scoring system. Competency was defined by a score ≥ 90% of the maximal value.

RESULTS

The 24 trainees performed 965 TTE in patients with cardiopulmonary compromise during their 6-month rotation. Skills assessments relied on 156 TTE performed in 106 patients (mean age 53 ± 14 years; mean Simplified Acute Physiologic Score 2: 55 ± 19; 79% ventilated). When compared to the control group, trainees of the interventional group obtained a significantly higher mean skills assessment score at M1 (41.5 ± 4.9 vs. 32.3 ± 3.7: P = 0.0004) and M3 (45.8 ± 2.8 vs. 42.3 ± 3.7: P = 0.0223), but not at M6 (49.7 ± 1.2 vs. 50.0 ± 2.7: P = 0.6410), due to higher practical and technical skills scores. Trainees of the control group required significantly more supervised TTE to obtain competency than their counterparts (36 ± 7 vs. 30 ± 9: p = 0.0145).

CONCLUSIONS

Adjunctive computerized simulation accelerates the learning curve of basic CCE in improving practical and technical skills and reduces the number of TTE examinations required to reach competency.