1
|
Kraus B, Harrison G, Santos R, Vils Pedersen MR. Ultrasound education across European Federation of Radiographers Societies (EFRS) countries: Similarities and differences. Radiography (Lond) 2024; 30:715-722. [PMID: 38428195 DOI: 10.1016/j.radi.2024.01.024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2023] [Revised: 01/29/2024] [Accepted: 01/31/2024] [Indexed: 03/03/2024]
Abstract
INTRODUCTION Ultrasound education varies greatly across European healthcare systems. This paper focuses on ultrasound academic education as a part of wider suite of surveys on radiographers working in ultrasound. The aim was to investigate sonography educational levels, methods of training, course duration and other factors in European Federation of Radiographers Societies (EFRS) member countries. METHOD In 2019 an online survey was sent to the 38 EFRS member societies to distribute to higher education institutions within their own country. The survey was in English and contained different types of questions such as closed questions, free text options, and scale responses, to investigate sonography education including academic course types and duration, curriculum content, learning and teaching methods. RESULTS A total of 45 responses were received, showing wide variation in the duration of training between the respective countries. Academic level 7 (part-time) ultrasound education was most frequently reported (n = 13), followed by direct entry ultrasound courses (n = 9) and bachelor's degree programmes at EQF level 6 (n = 7). The duration of part-time courses ranged from nine months up to four years. CONCLUSION Sonography training and education varies among EFRS member countries ranging from short focused courses to postgraduate awards. Few countries offer sonography education leading to an award. The majority of clinical teaching and learning takes place in the learner's workplace. IMPLICATIONS FOR PRACTICE High quality academic and clinical education for radiographers extending their role into ultrasound is important to ensure safe, effective sonography practice and good patient care.
Collapse
Affiliation(s)
- B Kraus
- European Federation of Radiographer Societies, Churchilllaan 11, 3527 GV Utrecht, the Netherlands; Department of Health Sciences, Radiological Technology, University of Applied Sciences FH Campus Wien, Favoritenstrasse 226, A-1100 Vienna, Austria.
| | - G Harrison
- European Federation of Radiographer Societies, Churchilllaan 11, 3527 GV Utrecht, the Netherlands; Society and College of Radiographers, 207 Providence Square Mill Street, London SE1 2EW, UK; School of Health and Psychological Sciences. City, University of London, Northampton Square, London, EC1V 0HB, UK
| | - R Santos
- European Federation of Radiographer Societies, Churchilllaan 11, 3527 GV Utrecht, the Netherlands; Medical Imaging Radiotherapy Department, Coimbra Health School, Polytechnic Institute of Coimbra, Rue 5 de Outubro, 3046-854, Portugal
| | - M R Vils Pedersen
- European Federation of Radiographer Societies, Churchilllaan 11, 3527 GV Utrecht, the Netherlands; University Hospital Southern Denmark, Department of Radiology, Vejle Hospital, Beriderbakken 4, 7100 Vejle, Denmark; University of Southern Denmark, Institute of Regional Health, Campusvej 55, Odense, Denmark
| |
Collapse
|
2
|
Edwards C, Perry R, Chester D, Childs J. Entrustable professional activities of graduate accredited General Medical Sonographers in Australia - Industry perceptions. J Med Radiat Sci 2023; 70:229-238. [PMID: 37029950 PMCID: PMC10500106 DOI: 10.1002/jmrs.676] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2023] [Accepted: 03/20/2023] [Indexed: 04/09/2023] Open
Abstract
INTRODUCTION Linking individual competencies to entrustable professional tasks provides a holistic view of Sonography graduate work readiness. The Australian Sonographers Accreditation Registry (ASAR) publishes a set of entrustable professional activities (EPAs) as part of its Standards for Accreditation of Sonography Courses. EPAs are distinct ultrasound examinations grouped within six critical practice units. This study reports on industry perspectives of current EPAs and their classification for graduates completing general sonography courses in Australia. The article also examines the value of EPAs and links their function to the assessment of graduate competency. METHODS An online survey tool elicited stakeholder feedback on graduate EPAs across six critical practice units and the potential for including a new Paediatric unit. From an original sample size of 655, 309 responded to questions about general sonography courses. RESULTS A majority (55.3%) recommended no changes to the existing EPA list, and 44.7% recommended amending the list. From respondents that recommended changes (138/309), all current EPAs received >80% agreement to be retained; in addition, nine new examinations received >70% agreement for inclusion at the graduate level. Whilst 42.7% (132/309) supported the current ASAR model requiring competency in five out of six critical practice units, 45.6% (141/309) recommended increasing it to all six. There was limited support, 11.7% (36/309), to reduce this number. Responding to the potential to add a new Paediatric specific critical practice unit, 61.8% (181/293) recommended its inclusion. CONCLUSIONS The findings demonstrate that the current list of EPAs aligns with industry expectations. In contrast, there are divergent views on the modelling and grouping of critical practice units. The article's critical analysis of the results and implications provides stakeholders with a practical approach to clinical teaching and EPA assessment, and helps to inform any review of accreditation standards.
Collapse
Affiliation(s)
- Christopher Edwards
- School of Clinical Sciences, Faculty of HealthQueensland University of TechnologyBrisbaneQueenslandAustralia
| | - Rebecca Perry
- Allied Health and Human PerformanceUniversity of South AustraliaAdelaideSouth AustraliaAustralia
| | - Deanne Chester
- School of Health, Medical and Applied SciencesCentral Queensland UniversityBrisbaneQueenslandAustralia
| | - Jessie Childs
- Allied Health and Human PerformanceUniversity of South AustraliaAdelaideSouth AustraliaAustralia
| |
Collapse
|
3
|
Tawfik EA, Cartwright MS, Grimm A, Boon AJ, Kerasnoudis A, Preston DC, Wilder‐Smith E, Axer H, Hobson‐Webb LD, Alfen N, Crump N, Shahrizaila N, Inkpen P, Mandeville R, Sakamuri S, Shook SJ, Shin S, Walker FO. Neuromuscular ultrasound competency assessment: Consensus‐based survey. Muscle Nerve 2021; 63:651-656. [DOI: 10.1002/mus.27163] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2020] [Revised: 12/22/2020] [Accepted: 12/25/2020] [Indexed: 01/05/2023]
Affiliation(s)
- Eman A. Tawfik
- Department of Physical Medicine & Rehabilitation, Faculty of Medicine Ain Shams University Cairo Egypt
| | - Michael S. Cartwright
- Department of Neurology Wake Forest School of Medicine, Medical Center Blvd Winston‐Salem North Carolina USA
| | - Alexander Grimm
- Department of Neurology University Hospital Tuebingen Tuebingen Germany
| | - Andrea J. Boon
- Department of Physical Medicine and Rehabilitation Mayo Clinic Rochester Minnesota USA
| | - Antonios Kerasnoudis
- Department of Neurology St Luke's Hospital Thessaloniki Greece
- Department of Neurology St Josef Hospital, Ruhr University Bochum Bochum Germany
| | - David C. Preston
- Neurological Institute, University Hospitals, Cleveland Medical Center Case Western Reserve University Cleveland Ohio USA
| | - Einar Wilder‐Smith
- Department of Neurology Kantonsspital Lucerne Switzerland
- Department of Neurology University of Berne Bern Switzerland
| | - Hubertus Axer
- Hans Berger Department of Neurology Jena University Hospital Jena Germany
| | - Lisa D. Hobson‐Webb
- Department of Neurology, Neuromuscular Division Duke University School of Medicine Durham North Carolina USA
| | - Nens Alfen
- Department of Neurology and Clinical Neurophysiology Donders Institute for Brain, Cognition, and Behavior, Radboud University Medical Center Nijmegen The Netherlands
| | - Nicholas Crump
- Department of Neurology Austin Health and University of Melbourne Heidelberg Australia
| | - Nortina Shahrizaila
- Division of Neurology, Department of Medicine, Faculty of Medicine University of Malaya Kuala Lumpur Malaysia
| | - Peter Inkpen
- Division of Physical Medicine and Rehabilitation University of British Columbia British Columbia Vancouver Canada
| | - Ross Mandeville
- Department of Neurosciences University of California San Diego School of Medicine La Jolla California USA
| | - Sarada Sakamuri
- Department of Neurology and Neurological Sciences Stanford University Stanford California USA
| | - Steven J Shook
- Neuromuscular Center, Neurologic Institute Cleveland Clinic Cleveland Ohio USA
| | - Susan Shin
- Department of Neurology Mount Sinai School of Medicine New York New York USA
| | - Francis O. Walker
- Department of Neurology Wake Forest School of Medicine, Medical Center Blvd Winston‐Salem North Carolina USA
| |
Collapse
|
4
|
Hodgson H, Grobler AD, Morton D. Feedback during summative clinical assessments: Experiences of diagnostic radiography students at a higher education institution in South Africa. Radiography (Lond) 2020; 27:533-538. [PMID: 33277174 DOI: 10.1016/j.radi.2020.11.009] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2020] [Revised: 10/07/2020] [Accepted: 11/11/2020] [Indexed: 11/17/2022]
Abstract
INTRODUCTION Summative clinical assessments and feedback, conducted at clinical training sites, are vital for successfully preparing undergraduate diagnostic radiography students to become competent, skilled diagnostic radiographers. However, providing appropriate feedback in a clinical context is a complex matter, as studies show that students often feel intimidated by feedback and may only accept feedback selectively, so as to pass their assessment or course. This article reports on the experiences of radiography students regarding summative clinical assessment feedback. METHODS A qualitative, exploratory, descriptive, and contextual research design was used. Data were gathered from radiography students at one higher education institution in South Africa who were registered in year three and year four of a four-year professional Diagnostic Radiography degree. Five semi-structured focus group interviews were conducted, with 26 participants in total. Focus group interviews were audio recorded, transcribed verbatim and coded using Tesch's data analysis method. RESULTS Two principle themes emerged from the data analysis. Theme 1 unpacked whether radiography students viewed the assessor as an ally or foe. It was found that various assessor-related characteristics influenced radiography students receptivity towards feedback and this was related to how they viewed the assessor. Theme 2 concerned the radiography students' perceptions of the key elements influencing the nature of a feedback process. These elements were influenced primarily by the assessor, but the attitudes of radiography students towards the feedback process were also important. CONCLUSION Radiography students reported various positive experiences regarding assessor feedback during the summative clinical assessments. However, they were also dissatisfied with numerous aspects of how the assessors provided feedback often viewing the assessor as one who is a foe or who is opposed to their success. Subsequently the negative aspects of the feedback process hampered the learning experience of the participants. IMPLICATIONS FOR PRACTICE Awareness and the development of feedback skills for assessors and radiography students would be beneficial to the learning process. Radiography students, the radiography profession and ultimately the patients would benefit from the effects of effective feedback.
Collapse
Affiliation(s)
- H Hodgson
- Department of Radiography, Nelson Mandela University, Summerstrand, Port Elizabeth, South Africa.
| | - A D Grobler
- Department of Radiography, Nelson Mandela University, Summerstrand, Port Elizabeth, South Africa.
| | - D Morton
- Department of Nursing Science, Nelson Mandela University, Summerstrand, Port Elizabeth, South Africa.
| |
Collapse
|
5
|
Collins K, Collins C, Kothari A. Point-of-care ultrasound in obstetrics. Australas J Ultrasound Med 2019; 22:32-39. [PMID: 34760534 PMCID: PMC8411729 DOI: 10.1002/ajum.12133] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022] Open
Abstract
Point-of-care ultrasound, or PoCUS, where imaging is undertaken at the bedside, clinic or emergency department (ED) by the clinician overseeing treatment, is a rapid form of assessment that may be undertaken alongside or as an alternative to traditional, formal ultrasound performed by a radiology service. PoCUS reduces the time to diagnosis, thus allowing lifesaving treatment to be initiated. This is particularly relevant in Obstetrics and Gynaecology (OBGYN), where delayed diagnosis of pregnancy complications is often fatal or highly debilitating to the mother or fetus. The literature suggests that PoCUS is particularly useful in areas that are inadequately resourced, as it is relatively cheap and accessible. High-quality training is essential to ensure that the staff performing the scans are adequately qualified to deliver the service. Clinicians who perform PoCUS in their practice should be aware of the appropriate indications, as well as when to refer for formal imaging.
Collapse
Affiliation(s)
- Kelly Collins
- Northwest Private Hospital137 Flockton streetEverton ParkQueensland4053Australia
| | - Craig Collins
- Redcliffe HospitalAnzac AvenueRedcliffeQueensland4020Australia
| | - Alka Kothari
- Redcliffe HospitalAnzac AvenueRedcliffeQueensland4020Australia
- University of QueenslandSt LuciaQueensland4072Australia
| |
Collapse
|
6
|
Lucas BP, Tierney DM, Jensen TP, Dancel R, Cho J, El-Barbary M, Franco-Sadud R, Soni NJ. Credentialing of Hospitalists in Ultrasound-Guided Bedside Procedures: A Position Statement of the Society of Hospital Medicine. J Hosp Med 2018; 13:117-125. [PMID: 29340341 DOI: 10.12788/jhm.2917] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Ultrasound guidance is used increasingly to perform the following 6 bedside procedures that are core competencies of hospitalists: abdominal paracentesis, arterial catheter placement, arthrocentesis, central venous catheter placement, lumbar puncture, and thoracentesis. Yet most hospitalists have not been certified to perform these procedures, whether using ultrasound guidance or not, by specialty boards or other institutions extramural to their own hospitals. Instead, hospital privileging committees often ask hospitalist group leaders to make ad hoc intramural certification assessments as part of credentialing. Given variation in training and experience, such assessments are not straightforward "sign offs." We thus convened a panel of experts to conduct a systematic review to provide recommendations for credentialing hospitalist physicians in ultrasound guidance of these 6 bedside procedures. Pathways for initial and ongoing credentialing are proposed. A guiding principle of both is that certification assessments for basic competence are best made through direct observation of performance on actual patients.
Collapse
Affiliation(s)
- Brian P Lucas
- Medicine Service, White River Junction VA Medical Center, White River Junction, Vermont, USA
- Geisel School of Medicine at Dartmouth College, Hanover, New Hampshire, USA.
| | - David M Tierney
- Abbott Northwestern Hospital, Department of Medical Education, Minneapolis, Minnesota, USA
| | - Trevor P Jensen
- Division of Hospital Medicine, Department of Medicine, University of California San Francisco, San Francisco, California, USA
| | - Ria Dancel
- Division of Hospital Medicine, Department of Medicine, University of North Carolina, Chapel Hill, North Carolina, USA
| | - Joel Cho
- Division of Hospital Medicine, Kaiser Permanente San Francisco Medical Center, San Francisco, California, USA
| | - Mahmoud El-Barbary
- King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- Department of Clinical Epidemiology and Biostatistics, McMaster University, Hamilton, Ontario, Canada
| | - Ricardo Franco-Sadud
- Division of General Internal Medicine, Medical College of Wisconsin, Milwaukee, Wisconsin, USA
| | - Nilam J Soni
- Division of General & Hospital Medicine, The University of Texas School of Medicine at San Antonio, San Antonio, Texas, USA
- Section of Hospital Medicine, South Texas Veterans Health Care System, San Antonio, Texas, USA
| | | |
Collapse
|
7
|
Harrison G. Ultrasound clinical progress monitoring: Who, where and how? ULTRASOUND : JOURNAL OF THE BRITISH MEDICAL ULTRASOUND SOCIETY 2016; 23:197-203. [PMID: 27433259 DOI: 10.1177/1742271x15600006] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/08/2015] [Accepted: 07/07/2015] [Indexed: 11/17/2022]
Abstract
Prior to assessment of final ultrasound clinical competency it is important to monitor clinical progress, provide high quality feedback and encourage skills development. The role of the supervisor, mentor and assessor are fundamental to the on-going progress monitoring of ultrasound trainees. This article forms the second part of a larger project which was to elicit ultrasound practitioners' opinions on how progress should be monitored, where and by whom. An on-line questionnaire was used to gain opinions from ultrasound practitioners. Totally, 116 responses were received from professionals with an interest in ultrasound assessment. Results suggested that experienced, qualified ultrasound practitioners should undertake the role of supervisor and assessor, having been prepared for that role by the training centre. Formative monitoring should take place both within the clinical department and possibly the training centre, using a range of methods. Following completion of the training, practitioners should have a preceptorship period to consolidate their knowledge and skills for 3 to 6 months or until further competencies have been demonstrated. Formative progress monitoring should be a recognised part of ultrasound training. Essentially, staff undertaking supervision and assessor roles should be supported and trained to ensure a high quality, consistent learning experience for ultrasound trainees. Additionally, they should provide appropriate feedback to the trainee and education centre.
Collapse
Affiliation(s)
- Gill Harrison
- City University London, School of Health Sciences, Northampton Square, London
| |
Collapse
|
8
|
Parker PC, Harrison G. Educating the future sonographic workforce: membership survey report from the British Medical Ultrasound Society. ULTRASOUND : JOURNAL OF THE BRITISH MEDICAL ULTRASOUND SOCIETY 2015; 23:231-41. [PMID: 27433263 DOI: 10.1177/1742271x15605344] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/27/2015] [Accepted: 08/20/2015] [Indexed: 11/16/2022]
Abstract
The British Medical Ultrasound Society (BMUS), the Consortium for the Accreditation of Sonographic Education (CASE), education providers and the NHS are working together to review how best to develop education for the future sonographic workforce. There is currently a national vacancy rate of approximately 12% across NHS Trusts. Education course placements are often limited to the number of clinical training places available within departments, resulting in a disparity between vacancies and the numbers of qualified sonographers graduating. Clearly there is a need for education to match the service demand. A term often used as a solution to the workforce problem is 'direct entry' ultrasound education. Anecdotally this term has caused confusion amongst health care professionals and as such the aim of this work was to gain an understanding of the views and opinions of BMUS members and interested professionals about direct entry training and subsequent development of any future training programmes. BMUS undertook an online survey with 286 responses. The survey provided insight into the opinions of ultrasound practitioners and the complexities of developing a relevant educational programme for the future sonographer workforce. The results suggested a number of concerns with direct entry ultrasound programmes, including insufficient training places, lack of health care background knowledge, lack of imaging knowledge and no state registration specific to sonographers. Benefits of direct entry to ultrasound training were perceived to be increasing the number of sonographers trained each year, whilst training people in their first choice profession with skills developed specific to the sonographer role. Support for direct entry ultrasound training was limited to 51% of respondents who would advocate this form of ultrasound training if it led to qualified sonographers with the same skills as sonographers exiting from current CASE accredited programmes.
Collapse
Affiliation(s)
- P C Parker
- Ultrasound Department, Hull and East Yorkshire Hospitals NHS Trust, Hull Royal Infirmary, Hull, UK
| | - G Harrison
- Division of Midwifery and Radiography, School of Health Sciences, City University London, UK
| |
Collapse
|