ABSTRACT
Intro/Background: Tele-ultrasound is increasingly utilized in resource limited settings by EM physicians. To date, its utility in education has not been extensively explored. During the COVID-19 pandemic, a need emerged for novel remote teaching techniques due to restrictions on hands-on instruction. Our intervention examined whether tele-ultrasound could effectively train novice providers to perform the focused assessment with sonography for trauma (FAST) exam. Purpose/Objective: The objective of this innovation was to assess the feasibility of point of care ultrasound (POCUS) education utilizing video communication to teach physician assistant students the FAST exam. Methods: Students received a lecture on FAST and were randomized to receive in-person or tele-ultrasound teaching by EM physicians. In the latter group, students and educators communicated via the smartphone video feature of a handheld ultrasound probe (Butterfly iQ) where the educator was able to see the learner's probe positioning and ultrasound image. Educators in each group assessed whether students could demonstrate adequate image acquisition of FAST views and recorded the time required to do so. Outcomes (if available): There were nine students in the in-person group and eight students in the tele-education group. All students were able to demonstrate adequate ability to perform the FAST exam as assessed by their educator. Average time (in seconds) to achieve visualization of all components of the FAST was 62 seconds (SD 26) for the in-person group compared to 341 seconds (SD 204) for the tele-education group. Summary: Tele-ultrasound education using a handheld ultrasound device was an effective method to train novice learners in the FAST exam. This technique allowed educators to give real-time feedback to guide learners' probe placement and ultrasound image optimization, skills which are traditionally thought to require hands-on teaching. Although tele-ultrasound required more time than in-person instruction, it may be a valuable adjunct when in-person education is limited by COVID-19 restrictions or by distance. Increasing educator familiarity with tele-ultrasound may also improve its efficiency. This model should be explored further with other POCUS applications in larger studies to further evaluate its feasibility and utility.