ABSTRACT
OBJETIVO: Determinar el tiempo que requiere una curva de aprendizaje para diagnóstico ecográfico específico histopatológico en masas anexiales basándonos en cálculos estadísticos no influidos por la prevalencia según diferentes grados de experiencia. MÉTODOS: Estudio observacional, descriptivo, transversal. Se estudiaron imágenes de 108 masas anexiales. La prueba estándar de oro fue el reporte histopatológico definitivo. Se comparó el rendimiento diagnóstico de 4 examinadores con la siguiente experiencia en diagnóstico ecográfico de patología anexial: A > 20 años, B ≤ 20 hasta > 10 años, C ≤ 10 hasta > 5 años y D ≤ 5 años, analizando solo imágenes y sin datos clínicos de las pacientes, para emitir un diagnóstico específico a libre escritura. RESULTADOS: Prevalencia de masas malignas 17,2 % (15/87). Nivel de confianza en los examinadores se consideró según falta de respuesta diagnóstica: alto (<6 %) con experiencia de más de 10 años y moderado a bajo ≤ 10 años. Examinadores con más de 5 años siempre mostraron likelihood ratio positivo mayor a 10, exactitud diagnóstica mayor a 90 % y Odds ratio diagnóstica mayor a 46, no así para examinador con menor tiempo de experiencia, quién presentó resultados con mala utilidad clínica. El cambio de probabilidad de acierto específico pre-test a post-test mejoró consistentemente con los años de experiencia. CONCLUSIÓN: Se necesitarían más de 10 años de experiencia con especial dedicación a ecografía ginecológica avanzada para un rendimiento diagnóstico específico deseado junto con alta confianza en ecografía de masas anexiales.
OBJECTIVE: To determine the time required for a learning curve of histopathological specific ultrasound diagnosis in adnexal masses based on statistical calculations not influenced by prevalence according to different degrees of experience. METHODS: Observational, descriptive, cross-sectional study. Images of 108 adnexal masses were studied. The gold standard test was the definitive histopathological report. The diagnostic performance of 4 examiners with the following experience in ultrasound diagnosis of adnexal pathology: A > 20 years, B ≤ 20 to > 10 years, C ≤ 10 to > 5 years and D ≤ 5 years was compared, analyzing only images and blinded of clinical data of the patients, to issue a specific diagnosis with free writing. RESULTS: Prevalence of malignant masses 17.2% (15/87). The level of confidence in the examiners was considered according to the lack of diagnostic response: high (<6%) with experience of more than 10 years and moderate to low ≤ 10 years. The examiners with more than 5 years always showed likelihood ratio positive greater than 10, diagnostic accuracy greater than 90% and diagnostic Odds ratio greater than 46, not so for the examiner with less experience time who presented results with little clinical utility. The change in specific probability from pre-test to post-test improved consistently with years of experience. CONCLUSION: More than 10 years of experience with special dedication to advanced gynecological ultrasound are probably needed for a desired specific diagnostic performance coupled with high confidence in adnexal mass ultrasound.
Subject(s)
Humans , Female , Adult , Middle Aged , Aged , Ultrasonics/education , Adnexal Diseases/diagnostic imaging , Ovarian Neoplasms/diagnostic imaging , Radiology/education , Time Factors , Cross-Sectional Studies , Probability , Adnexal Diseases/pathology , Clinical Competence , Learning CurveABSTRACT
ABSTRACT Objective To evaluate a method aimed at teaching ultrasound techniques to medical students in emergency settings. Methods A prospective study conducted with 66 sixth-year undergraduate medical students. Students participated in theory and practicing sessions with a 5-hour load; knowledge acquisition was assessed through pre- and post-course and 90-day tests. A questionnaire were distributed to the students after course completion for theoretical and practical knowledge assessment. Results Average pre-test grade in theoretical content evaluation was 4.9, compared to 7.6 right after course completion, and 5.9 within 90 days (p<0.001). Questions addressing technical aspects and image acquisition were mostly answered correctly; in contrast, questions related to clinical management of patients tended to be answered incorrectly. In practical evaluation, 54 students (81.8%) were able to correctly interpret images. Conclusion Ultrasound applicability and image acquisition techniques can be taught to medical students in emergency settings. However, teaching should be focused on technical aspects rather than clinical management of patients.
RESUMO Objetivo Avaliar metodologia para o ensino de técnicas de ultrassom para estudantes de Medicina em ambiente de emergência. Métodos Estudo prospectivo realizado com 66 alunos do sexto ano de graduação em Medicina. Os alunos participaram de aulas teóricas e práticas com carga de 5 horas, e os conhecimentos adquiridos foram avaliados em provas antes, logo depois e 90 dias após o curso. Após a conclusão das aulas, foi distribuído um questionário aos alunos, tendo sido avaliados os conhecimentos teórico e prático. Resultados Nas avaliações teóricas, a média do grau de pré-teste foi de 4,9, com aumento observado para 7,6 após o término do curso, e de 5,9 para o teste de 90 dias (p<0,001). Questões sobre aspectos técnicos e aquisição de imagens foram mais frequentemente respondidas, e aquelas relacionadas ao manejo clínico foram as mais respondidas incorretamente. Na avaliação prática, 54 alunos (81,8%) conseguiram interpretar as imagens. Conclusão Foi possível ensinar o uso de técnicas de ultrassom em um ambiente de emergência para estudantes na faculdade de Medicina e instruí-los em técnicas de aquisição de imagens, mas a instrução deve se concentrar em aspectos técnicos, e não em gerenciamento clínico.
Subject(s)
Humans , Male , Female , Adult , Ultrasonics/education , Ultrasonography , Education, Medical/methods , Education, Medical, Undergraduate/methods , Educational Measurement , Emergency Medicine/education , Students, Medical , Brazil , Prospective Studies , Surveys and Questionnaires , Clinical Competence , CurriculumABSTRACT
No abstract available.
Subject(s)
Animals , Female , Humans , Male , Clinical Competence , Endosonography/methods , Stomach/diagnostic imaging , Ultrasonics/educationABSTRACT
BACKGROUND/AIMS: The optimal training mode for linear array endoscopic ultrasonography (EUS) has not been established. Prior radial-scanning EUS training seems to improve subsequent linear array EUS learning. The objective of this randomized controlled trial was to evaluate its value in linear array EUS training. METHODS: In total, 18 freshman trainees conducted hands-on EUS operations on a live pig model. The training contents consisted of visualization and tracking of the pancreas and splanchnic vasculature and performing fine-needle aspiration of the body or tail of the pancreas and celiac plexus neurolysis through the stomach. The trainees were randomized into two groups: group A received linear array EUS training after receiving radial-scanning EUS training, whereas group B conducted linear array EUS training alone. Two teachers assessed the competence of each trainee using a scoring system and relevant parameters before and after the training process. RESULTS: Groups A and B showed significant improvement between the pretests and posttests in terms of diagnostic and interventional procedures. There was no intergroup difference in terms of improvement. CONCLUSIONS: Prior radial-scanning EUS training did not contribute to subsequent linear array EUS study performance in the pig stomach model; thus, this training mode may need to be changed.