1. Efficacy of asynchronous teaching (flipped classroom) model in point-of-care ultrasound for medical students and first year emergency medicine residents: A pilot study
P. Aguilera, B. Lara, F. Vargas, D. Sanchez,
Pontificia Universidad Católica de Chile, Santiago, Chile
A. Chiem, V. Sigalov, M. Lee,
University of California, Los Angeles
Medical Education Fellow

3. Introduction Point of care Ultrasound .
POCUS is now part of the core curriculum for emergency medicine residents.
Use in medical schools in the United States.
Scarce data in other countries.
POCUS is now part of the core curriculum for emergency medicine residents.
Know evidence
All from admitted patients
Is very time consuming for faculty and students.
Requires a lot of logistics
The use of Point of care ultrasound (POCUS) in medical education has grown during the last ten years. Ultrasound in undergraduate medical education has gained increasing popularity. One of the difficulties faced for its implementation is the time needed to teach practical skills and image acquisition by faculty members and also to translate it to clinical relevant information. We utilized a flipped classroom model to train novices in POCUS.

6. Flipped the classroom model

7. Objective
How effective is the flipped classroom model in teaching POCUS to medical trainees?

8. Methodology

9. Methods Baseline knowledge and image acquisition skills tested
80 minutes of online covering imaging acquisition techniques and normal/abnormal ultrasound findings recognition
Baseline knowledge and image acquisition skills tested
Didactic Content ( Flipped the classroom)
Discussion and hands-on training with ultrasound certified experts
Evaluation of performance and post test
Interesting pre- post- intervention study, but the inclusion of the 90 minute hands on training makes interpretation of the improved image acquisition results difficult. May have been better to test image acquisition after the asynchronous learning but before the hands on training.
90 min session
One week after

11. Methods Baseline knowledge and image acquisition skills tested
80 minutes of online covering imaging acquisition techniques and normal/abnormal ultrasound findings recognition
Baseline knowledge and image acquisition skills tested
Didactic Content ( Flipped the classroom)
Discussion and hands-on training with ultrasound certified experts
Evaluation of performance and post test
Interesting pre- post- intervention study, but the inclusion of the 90 minute hands on training makes interpretation of the improved image acquisition results difficult. May have been better to test image acquisition after the asynchronous learning but before the hands on training.
90 min session
One week after

13. Methods Baseline knowledge and image acquisition skills tested
80 minutes of online covering imaging acquisition techniques and normal/abnormal ultrasound findings recognition
Baseline knowledge and image acquisition skills tested
Didactic Content ( Flipped the classroom)
Discussion and hands-on training with ultrasound certified experts
Evaluation of performance and post test
Interesting pre- post- intervention study, but the inclusion of the 90 minute hands on training makes interpretation of the improved image acquisition results difficult. May have been better to test image acquisition after the asynchronous learning but before the hands on training.
90 min session
One week after

15. Methods Baseline knowledge and image acquisition skills tested
80 minutes of online covering imaging acquisition techniques and normal/abnormal ultrasound findings recognition
Baseline knowledge and image acquisition skills tested
Didactic Content (Flipped the classroom)
Discussion and hands-on training with ultrasound certified experts
Evaluation of performance and post test
Interesting pre- post- intervention study, but the inclusion of the 90 minute hands on training makes interpretation of the improved image acquisition results difficult. May have been better to test image acquisition after the asynchronous learning but before the hands on training.
90 min session
One week after

16. Data analysis
Data analysis was conducted using Wilcoxon matched-pair test.

17. Results
Fifteen participants completed all evaluations. Their image acquisition skills improved from 20 to 33 points out of 45 maximum score (p > 0,05)
13 out of 15 subjects improved in the knowledge assessment portion by at least one point.

19. Conclusions
E-FAST, lung, IVC and basic cardiac ultrasound teaching of medical students and EM interns is feasible.
Asynchronous learning is a good tool to teach and learn image interpretation.
Image acquisition however, requires more hands- on training to get good images.

20. Limitations Use of healthy volunteers for training
Requires a lot of faculty time to train them.
Small sample of students.

21. Lessons learned
It was pilot study and a baseline for future research in ultrasound.

22. Questions