Ragaisis, Taryn

Abstract Background: Medical education commonly utilizes the “see one, do one” two-step approach for teaching psychomotor skills; however, recent evidence suggests that Peyton’s four-step method leads to superior learning. The effect of Peyton’s four-step method on long term skill retention is less apparent and has never been assessed for Point-of-Care Ultrasound (POCUS). The purpose of this research project was to evaluate the effectiveness of Peyton’s four-step method on teaching the POCUS psychomotor skills of image acquisition to novice learners. Additionally, this research project assessed the influence of Peyton’s four-step method at three different points in time during the skill acquisition phase, in the setting of ongoing deliberate skill practice. Methods: A single-blinded, repeated measures interventional study based on experimental design was completed. PA students from one large academic medical center were randomized into a control group (using the two-step method) and intervention group (using Peyton’s four-step method). Students were taught POCUS of the aorta, bladder, heart, lungs, and kidneys. Students' POCUS skills were assessed during the immediate, intermediate, and delayed learning phases. At each assessment, an organ-specific score and a total score were obtained. Scores were compared using a Wilcoxon rank sum test. An ordinal logistic regression analysis was performed using a generalized linear mixed model with a multinomial distribution and cumulative logit link function to assess overall effect of Peyton's four-step method. Results: Students who were taught using Peyton’s method were found to have an increased likelihood of higher total scores compared to those taught using usual instruction (OR = 4.2, p = 0.003). Peyton’s method was found to have increased likelihood of higher scores for cardiac (OR = 2.3, p = 0.032), lung (OR = 2.5, p = 0.034), and kidney (OR = 3.0, p = 0.015). Student performance statistically improved with Peyton’s four-step method during the immediate (p = 0.031) and delayed (p = 0.011) skill acquisition phases, but not in the intermediate phase. Conclusion: Peyton’s four-step method improves overall psychomotor skill acquisition for POCUS. Peyton’s four-step method specifically improved psychomotor skills in the immediate skill acquisition phase and the delayed skill acquisition phase. The benefit of Peyton’s four-step method was more prominent in higher complexity POCUS applications.

Abstract Background In the context of competency-based medical education, more research is needed to define point-of-care ultrasound (POCUS) competency and validate learner assessment. To address noted gaps in the currently validated assessment instruments, we developed the Observed Structured POCUS Readiness Examination (OSPRE). The purpose of this study is to demonstrate evidence of validity and reliability of the OSPRE in Physician Assistant (PA) students. Methods A prospective cohort study was designed to demonstrate evidence of validity and reliability for the OSPRE instrument at one PA program. Students completed a hands-on skills assessment utilizing a simulated patient scenario involving a traumatic injury. Student performance was assessed in real time by one reviewer and asynchronously by a second reviewer blinded to the scoring of the initial reviewer. Inter-rater reliability was calculated for overall score and for each criterion of the OSPRE. Results Intraclass correlation coefficient for the final percentage score between the independent reviewers utilizing the OSPRE instrument was noted to be 0.86 (95% CI 0.56–0.95, p < 0.001), demonstrating overall good reliability. Level of agreement for inter-rater reliability for the specific individual criterion ranged between fair and substantial. Conclusion The OSPRE instrument provides a valid and reliable assessment of POCUS skills in PA students. When compared to previously validated assessment instruments, scores on the OSPRE had a wider range, suggesting that the OSPRE might have a greater discriminatory value for POCUS skillset.