Introduction: Gastroenterology (GI) Point-of-Care-Ultrasound (POCUS) is a valuable bedside tool that has been shown to provide better-quality patient care. Few studies have examined residents’ interest and the potential educational impact a hybrid GI POCUS training model can have on a resident training program.
Methods: Internal Medicine and Medicine/Pediatrics residents across all post-graduate years (PGY1-4) undertook a structured hybrid (online and hands-on teaching) model of POCUS training. Anonymous surveys with Likert-type scale responses were conducted before and after the curriculum. Questions were categorized into domains to assess the residents’ interest in learning POCUS, their understanding of fundamental GI ultrasound (US) concepts, and their confidence in its application. Direct comparisons were made using Fisher’s exact and t-test as appropriate. Odds ratios were estimated to gauge the impact of the training further. Questions on “Interest” and “Understanding” overlapped with Genitourinary POCUS.
Results: A total of 23 and 24 residents completed the pre-and post-training anonymous surveys, respectively. A median of 0 previous GI US was reported. Responses inquiring about residents’ interest in learning POCUS showed a significant increase between the pre-training survey and post-training survey (OR 17.7 [2.0 – 154.2], p< 0.05). There were no differences regarding gender and PGY level subgroup among the interest domains. Training resulted in a significant net increase in understanding of gastroenterology POCUS principles (100% vs. 48%, p< 0.001). Confidence among residents showed a significant increase between the pre-training survey and post-training survey (OR 6.5 [1.7 – 25.7], p< 0.05). Even though scores and confidence increased in PYG level 1 and 2, they were more prominent and significant for PGY level 2.
Discussion: After implementing a structured hybrid teaching model for gastroenterology POCUS, the interest, understanding, and confidence in fundamental gastroenterology ultrasound principles and their application were significantly greater among residents. Our results suggest that the approach for proper implementation may vary based on the level of training. Future studies with a comprehensive teaching curriculum and more objective assessment tools are needed before an appropriate recommendation for incorporation into the residency curriculum.
