Online Self-Evaluation of Fetal Ultrasound Images for Medical Continuing Education: A Randomised Controlled Trial
Volume 8, Issue 5, September 2019, Pages: 226-231
Received: May 30, 2019;
Accepted: Aug. 13, 2019;
Published: Sep. 5, 2019
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Suha Jaudi, Department of Obstetrics and Gynecology, Hopital Universitaire Pitié Salpêtrière Charles Foix APHP and Sorbonne Universite, Paris, France; Collège Francais d'Echographie Foetale (French College for Fetal Ultrasound, CFEF), Montpellier, France
Louise Chevalier, Department of Biostatistics, Hopital Universitaire Pitié Salpêtrière Charles Foix APHP and Sorbonne Université, Paris, France
Nicolas Fries, Collège Francais d'Echographie Foetale (French College for Fetal Ultrasound, CFEF), Montpellier, France
Alain Daher, Department of Obstetrics and Gynecology, Hopital Universitaire Pitié Salpêtrière Charles Foix APHP and Sorbonne Universite, Paris, France
Sophie Tezenas du Montcel, Department of Biostatistics and URC, Hopital Universitaire Pitié Salpetriere Charles Foix APHP and Sorbonne Universite, Paris, France; ER4 Modélisation et Recherche Clinique, Sorbonne Université, Paris, France
Marc Dommergues, Department of Obstetrics and Gynecology, Hopital Universitaire Pitié Salpêtrière Charles Foix APHP and Sorbonne Universite, Paris, France; Collège Francais d'Echographie Foetale (French College for Fetal Ultrasound, CFEF), Montpellier, France
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Continuing medical education in the field of fetal ultrasound imaging is based on expert audit of still images, a time consuming approach. Our objective was to determine if self-evaluation of the images a professional produced is as effective as audit and feedback by an expert as a method of continuous medical education. We designed a prospective blinded randomized controlled trial. 321 ultrasonographers uploaded on a continuous medical education website a first set of 30 biometry images (10 cephalic, 10 abdominal and 10 femoral) from 10 consecutive second or third trimester normal screening scans. In arm 1: participants (N = 151) assessed their own images online according to a standardized procedure, and received feedback with detailed recommendations for change, automatically generated based on their assessment. The images were also audited by an expert, but participants remained blinded to the expert’s rating. In arm 2: participants (N = 177) had their images assessed by an expert and received a feedback, formatted as in arm 1, automatically generated based on the expert’s assessment Three to 6 months later, participants uploaded a second set of images, audited by an expert. A total of 19,680 images were audited. In the self-assessment group, the percentage of images meeting all criteria (IMAC) rose from 55 to 62.2 (p < 0.0001). In the expert-assessment and feedback group, the percentage of IMAC rose from 54.2 to 59.1 (p < 0.0001). Improvement in image quality was equivalent in both groups with a difference in IMAC increase of 2.3 percentage points (95%CI: -1.7 to + 6.4). In conclusion, online training based on self-assessment of fetal ultrasound images was as effective as expert audit and feedback. NCT02074592.
Continuing Medical Education, Online Audit and Feedback, Ultrasound Image Quality, Fetal Biometry, Self-training, Fetal Ultrasound Screening, Quality Assurance
To cite this article
Sophie Tezenas du Montcel,
Online Self-Evaluation of Fetal Ultrasound Images for Medical Continuing Education: A Randomised Controlled Trial, Education Journal.
Vol. 8, No. 5,
2019, pp. 226-231.
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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