Effects of simulation-based practice on focused assessment with sonography for trauma (FAST) window identification, acquisition, and diagnosis.

We compared the effects of simulator-based virtual ultrasound scanning practice with classroom-based ultrasound scanning practice on participants' knowledge of focused assessment with sonography for trauma (FAST) window quadrants and interpretation, and on participants' performance on live patient FAST examinations. Novices with little or no ultrasound training experience received simulation-based practice (n = 24) or classroom-based practice (n = 24). Participants who received simulation-based practice scored significantly higher on interpreting static images of FAST windows. On live patient examinations where participants scanned the right upper quadrant (RUQ), left upper quadrant (LUQ), and suprapubic quadrant of a normal patient and an ascites-positive patient, the classroom-based practice condition had a shorter scan time for the LUQ and a higher number of participants attaining high-quality window on the RUQ (normal patient only) and suprapubic quadrant (positive patient only) and correct window interpretation on the LUQ (normal patient only). Overall, classroom-based practice appeared to promote physical acquisition skills and simulator-based practice appeared to promote window interpretation skills. Accurate window interpretation is critical to identification of blunt abdominal trauma injuries. The simulator used (SonoSimulator) appears promising as a training tool to increase probe time and to increase exposure to FAST windows reflecting various anatomy and disease states.

Evaluation and research for technology: not just playing around.

In virtually every part of American life, the development of usable skills and knowledge is essential. Documentation of performance is needed in order to demonstrate competency in school, to acquire and maintain employment, for career advances, and especially in areas where the cost of failure is unacceptable, such as in medicine, protective services, and the military. Technology has emerged as both a context for and a solution to educating the great numbers needing to learn and to expand their repertoires. In this paper, we will discuss some of the challenges of technology-based training and education, the role of quality verification and evaluation, and strategies to integrate evaluation into the everyday design of technology-based systems for education and training.