Implementation of a novel digital ultrasound education tool into an emergency medicine rotation: UltrasoundBox

Leland Perice; Leily Naraghi; Antonios Likourezos; Harpriya Singh; Lawrence Haines

doi:10.1002/aet2.10765

Implementation of a novel digital ultrasound education tool into an emergency medicine rotation: UltrasoundBox

AEM Educ Train. 2022 Jun 29;6(3):e10765. doi: 10.1002/aet2.10765. eCollection 2022 Jun.

Authors

Leland Perice¹, Leily Naraghi¹, Antonios Likourezos¹, Harpriya Singh¹, Lawrence Haines¹

Affiliation

¹ Department of Emergency Medicine Maimonides Medical Center Brooklyn New York USA.

Abstract

Objective: We investigated the educational value of implementing a web-based e-learning program into a medical student emergency medicine rotation. We created "UltrasoundBox," a browser-based application where students interpret ultrasound (US) images. Our goal was to assess how this form of e-learning performs when compared to more passive, lecture-based online US education. We also assessed the how the students interpreted the addition this learning modality to the rotation.

Methods: This is a randomized, controlled study to assess the educational outcomes of implementing UltrasoundBox compared to lecture-based US education. Fourth-year medical students on their emergency medicine rotation were enrolled in the study. Students randomized to the control arm were instructed to watch widely available educational lecture videos. Students randomized to the intervention arm received access to UltrasoundBox and were instructed to complete the clinical modules. Both groups completed the same standardized US examination before and after the trial. All the trial participants were given a survey to complete after the trial.

Results: We enrolled 42 students, with 23 in the control group and 19 in the intervention group. On the post-intervention examination, the control and intervention groups were found to have mean examination scores of 61.6% and 73.6% respectively, with a statistically significant difference of 12% (95% confidence interval 1.611 to 5.56; p < 0.0005). A total of 92% of survey respondents in the intervention group indicated that UltrasoundBox was an effective tool in meeting the intended learning objectives, while only 36.8% of the control group indicated this for the online lectures (p < 0.005).

Conclusions: We found that medical students using the web-based e-learning platform UltrasoundBox achieved better scores on the examination when compared to the medical students using existing online lecture-based US educational resources. The students reported that the addition of UltrasoundBox added educational value to the rotation.