Design of a point‐of‐care ultrasound curriculum for pediatric emergency medicine fellows: A Delphi study

Objectives There has been a steady increase in the growth and utilization of point‐of‐care ultrasound (POCUS) in pediatric emergency medicine (PEM). POCUS has been established as an Accreditation Council for Graduate Medical Education (ACGME) core requirement for accreditation of PEM fellowship prog...

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Veröffentlicht in:AEM education and training 2021-10, Vol.5 (4), p.e10700-n/a
Hauptverfasser: Gold, Delia, Levine, Marla, Hsu, Deborah, Way, David P., Shefrin, Allan E., Lam, Samuel H. F., Lewiss, Resa, Marin, Jennifer R., Abo, Alyssa, Adhikari, Srikar, Alade, Kiyetta, Bahner, David P, Boulger, Creagh, Constantine, Erika, Kate Deanehan, Julia, Ekpenyong, Atim Uya, Elkhunovich, Marsha A, Fischer, Jason, Horowitz, Russ, Kou, Maybelle, Kwan, Charisse, Leung, Stephanie K, Liu, Rachel B, Mickley, Megan, Rabiner, Joni E, Rempell, Rachel, Sivitz, Adam, Stoltz, Lori, Toney, Amanda
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container_end_page n/a
container_issue 4
container_start_page e10700
container_title AEM education and training
container_volume 5
creator Gold, Delia
Levine, Marla
Hsu, Deborah
Way, David P.
Shefrin, Allan E.
Lam, Samuel H. F.
Lewiss, Resa
Marin, Jennifer R.
Abo, Alyssa
Adhikari, Srikar
Alade, Kiyetta
Bahner, David P
Boulger, Creagh
Constantine, Erika
Kate Deanehan, Julia
Ekpenyong, Atim Uya
Elkhunovich, Marsha A
Fischer, Jason
Horowitz, Russ
Kou, Maybelle
Kwan, Charisse
Leung, Stephanie K
Liu, Rachel B
Mickley, Megan
Rabiner, Joni E
Rempell, Rachel
Sivitz, Adam
Stoltz, Lori
Toney, Amanda
description Objectives There has been a steady increase in the growth and utilization of point‐of‐care ultrasound (POCUS) in pediatric emergency medicine (PEM). POCUS has been established as an Accreditation Council for Graduate Medical Education (ACGME) core requirement for accreditation of PEM fellowship programs. Despite this requirement, training guidelines regarding POCUS knowledge and skills have yet to be developed. The purpose of this project was to develop a curriculum and a competency checklist for PEM fellow POCUS education. Methods We formed a core leadership group based on expertise in one or more key areas: PEM, POCUS, curriculum development, or Delphi methods. We recruited 29 PEM POCUS or ultrasound education experts from North America to participate in a three‐round electronic Delphi project. The first Delphi round asked experts to generate a list of the core POCUS knowledge and skills that a PEM fellow would need during training to function as an autonomous practitioner. Subsequent rounds prioritized the list of knowledge and skills, and the core leadership group organized knowledge and skills into global competencies and subcompetencies. Results The first Delphi round yielded 61 POCUS areas of knowledge and skills considered important for PEM fellow learning. After two subsequent Delphi rounds, the list of POCUS knowledge and skills was narrowed to 38 items that addressed elements of six global competencies. The core leadership group then revised items into subcompetencies and categorized them under global competencies, developing a curriculum that defined the scope (depth of content) and sequence (order of teaching) of these POCUS knowledge and skill items. Conclusions This expert, consensus‐generated POCUS curriculum provides detailed guidance for PEM fellowships to incorporate POCUS education into their programs. Our curriculum also identifies core ultrasound knowledge and skills needed by PEM fellows to perform the specific POCUS applications recommended in prior publications.
doi_str_mv 10.1002/aet2.10700
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POCUS has been established as an Accreditation Council for Graduate Medical Education (ACGME) core requirement for accreditation of PEM fellowship programs. Despite this requirement, training guidelines regarding POCUS knowledge and skills have yet to be developed. The purpose of this project was to develop a curriculum and a competency checklist for PEM fellow POCUS education. Methods We formed a core leadership group based on expertise in one or more key areas: PEM, POCUS, curriculum development, or Delphi methods. We recruited 29 PEM POCUS or ultrasound education experts from North America to participate in a three‐round electronic Delphi project. The first Delphi round asked experts to generate a list of the core POCUS knowledge and skills that a PEM fellow would need during training to function as an autonomous practitioner. Subsequent rounds prioritized the list of knowledge and skills, and the core leadership group organized knowledge and skills into global competencies and subcompetencies. Results The first Delphi round yielded 61 POCUS areas of knowledge and skills considered important for PEM fellow learning. After two subsequent Delphi rounds, the list of POCUS knowledge and skills was narrowed to 38 items that addressed elements of six global competencies. The core leadership group then revised items into subcompetencies and categorized them under global competencies, developing a curriculum that defined the scope (depth of content) and sequence (order of teaching) of these POCUS knowledge and skill items. Conclusions This expert, consensus‐generated POCUS curriculum provides detailed guidance for PEM fellowships to incorporate POCUS education into their programs. Our curriculum also identifies core ultrasound knowledge and skills needed by PEM fellows to perform the specific POCUS applications recommended in prior publications.</description><identifier>ISSN: 2472-5390</identifier><identifier>EISSN: 2472-5390</identifier><identifier>DOI: 10.1002/aet2.10700</identifier><identifier>PMID: 34901685</identifier><language>eng</language><publisher>United States: John Wiley and Sons Inc</publisher><subject>curriculum ; fellowship ; medical education ; Original Contribution ; pediatric emergency medicine ; point‐of‐care ultrasound</subject><ispartof>AEM education and training, 2021-10, Vol.5 (4), p.e10700-n/a</ispartof><rights>2021 by the Society for Academic Emergency Medicine</rights><rights>2021 by the Society for Academic Emergency Medicine.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3500-5e9e18d5000065bf79e60f8fd200fd80b127e2ecb73f2a1e4889f2e6b3a393ee3</citedby><cites>FETCH-LOGICAL-c3500-5e9e18d5000065bf79e60f8fd200fd80b127e2ecb73f2a1e4889f2e6b3a393ee3</cites><orcidid>0000-0001-7516-5908 ; 0000-0001-9592-8351 ; 0000-0002-8134-1231 ; 0000-0002-9512-4342 ; 0000-0002-1896-3425</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC8637871/pdf/$$EPDF$$P50$$Gpubmedcentral$$H</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC8637871/$$EHTML$$P50$$Gpubmedcentral$$H</linktohtml><link.rule.ids>230,314,723,776,780,881,1411,27903,27904,45553,45554,53769,53771</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/34901685$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Gold, Delia</creatorcontrib><creatorcontrib>Levine, Marla</creatorcontrib><creatorcontrib>Hsu, Deborah</creatorcontrib><creatorcontrib>Way, David P.</creatorcontrib><creatorcontrib>Shefrin, Allan E.</creatorcontrib><creatorcontrib>Lam, Samuel H. F.</creatorcontrib><creatorcontrib>Lewiss, Resa</creatorcontrib><creatorcontrib>Marin, Jennifer R.</creatorcontrib><creatorcontrib>Abo, Alyssa</creatorcontrib><creatorcontrib>Adhikari, Srikar</creatorcontrib><creatorcontrib>Alade, Kiyetta</creatorcontrib><creatorcontrib>Bahner, David P</creatorcontrib><creatorcontrib>Boulger, Creagh</creatorcontrib><creatorcontrib>Constantine, Erika</creatorcontrib><creatorcontrib>Kate Deanehan, Julia</creatorcontrib><creatorcontrib>Ekpenyong, Atim Uya</creatorcontrib><creatorcontrib>Elkhunovich, Marsha A</creatorcontrib><creatorcontrib>Fischer, Jason</creatorcontrib><creatorcontrib>Horowitz, Russ</creatorcontrib><creatorcontrib>Kou, Maybelle</creatorcontrib><creatorcontrib>Kwan, Charisse</creatorcontrib><creatorcontrib>Leung, Stephanie K</creatorcontrib><creatorcontrib>Liu, Rachel B</creatorcontrib><creatorcontrib>Mickley, Megan</creatorcontrib><creatorcontrib>Rabiner, Joni E</creatorcontrib><creatorcontrib>Rempell, Rachel</creatorcontrib><creatorcontrib>Sivitz, Adam</creatorcontrib><creatorcontrib>Stoltz, Lori</creatorcontrib><creatorcontrib>Toney, Amanda</creatorcontrib><creatorcontrib>PEM POCUS Curriculum Task Force</creatorcontrib><creatorcontrib>the PEM POCUS Curriculum Task Force</creatorcontrib><title>Design of a point‐of‐care ultrasound curriculum for pediatric emergency medicine fellows: A Delphi study</title><title>AEM education and training</title><addtitle>AEM Educ Train</addtitle><description>Objectives There has been a steady increase in the growth and utilization of point‐of‐care ultrasound (POCUS) in pediatric emergency medicine (PEM). POCUS has been established as an Accreditation Council for Graduate Medical Education (ACGME) core requirement for accreditation of PEM fellowship programs. Despite this requirement, training guidelines regarding POCUS knowledge and skills have yet to be developed. The purpose of this project was to develop a curriculum and a competency checklist for PEM fellow POCUS education. Methods We formed a core leadership group based on expertise in one or more key areas: PEM, POCUS, curriculum development, or Delphi methods. We recruited 29 PEM POCUS or ultrasound education experts from North America to participate in a three‐round electronic Delphi project. The first Delphi round asked experts to generate a list of the core POCUS knowledge and skills that a PEM fellow would need during training to function as an autonomous practitioner. Subsequent rounds prioritized the list of knowledge and skills, and the core leadership group organized knowledge and skills into global competencies and subcompetencies. Results The first Delphi round yielded 61 POCUS areas of knowledge and skills considered important for PEM fellow learning. After two subsequent Delphi rounds, the list of POCUS knowledge and skills was narrowed to 38 items that addressed elements of six global competencies. The core leadership group then revised items into subcompetencies and categorized them under global competencies, developing a curriculum that defined the scope (depth of content) and sequence (order of teaching) of these POCUS knowledge and skill items. Conclusions This expert, consensus‐generated POCUS curriculum provides detailed guidance for PEM fellowships to incorporate POCUS education into their programs. Our curriculum also identifies core ultrasound knowledge and skills needed by PEM fellows to perform the specific POCUS applications recommended in prior publications.</description><subject>curriculum</subject><subject>fellowship</subject><subject>medical education</subject><subject>Original Contribution</subject><subject>pediatric emergency medicine</subject><subject>point‐of‐care ultrasound</subject><issn>2472-5390</issn><issn>2472-5390</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><recordid>eNp9kc9uFSEUxonR2KZ24wMYlsbk6gHuDIwLk5u2_kmadNOuCcMcbjHMMMJgc3c-gs_ok0h7a1M33cCXwy8f55yPkNcM3jMA_sHgwquSAM_IIV9LvmpEB88f6QNynPN3AGBq3TDgL8mBWHfAWtUcknCK2W8nGh01dI5-Wv78-h1dPaxJSEtYksmxTAO1JSVvSygjdTHRGQdvllqhOGLa4mR3dKw16yekDkOIN_kj3dBTDPO1p3kpw-4VeeFMyHh8fx-Rq89nlydfV-cXX76dbM5XVjQAqwY7ZGqoEqBteic7bMEpN3AANyjoGZfI0fZSOG4YrpXqHMe2F0Z0AlEckU9737n0tSeLU50i6Dn50aSdjsbr_18mf6238adWrZBKsmrw9t4gxR8F86JHn20dykwYS9a8rbuXsi60ou_2qE0x54Tu4RsG-jYhfZuQvkuowm8eN_aA_sujAmwP3PiAuyes9Obsku9N_wJiyJ7r</recordid><startdate>202110</startdate><enddate>202110</enddate><creator>Gold, Delia</creator><creator>Levine, Marla</creator><creator>Hsu, Deborah</creator><creator>Way, David P.</creator><creator>Shefrin, Allan E.</creator><creator>Lam, Samuel H. F.</creator><creator>Lewiss, Resa</creator><creator>Marin, Jennifer R.</creator><creator>Abo, Alyssa</creator><creator>Adhikari, Srikar</creator><creator>Alade, Kiyetta</creator><creator>Bahner, David P</creator><creator>Boulger, Creagh</creator><creator>Constantine, Erika</creator><creator>Kate Deanehan, Julia</creator><creator>Ekpenyong, Atim Uya</creator><creator>Elkhunovich, Marsha A</creator><creator>Fischer, Jason</creator><creator>Horowitz, Russ</creator><creator>Kou, Maybelle</creator><creator>Kwan, Charisse</creator><creator>Leung, Stephanie K</creator><creator>Liu, Rachel B</creator><creator>Mickley, Megan</creator><creator>Rabiner, Joni E</creator><creator>Rempell, Rachel</creator><creator>Sivitz, Adam</creator><creator>Stoltz, Lori</creator><creator>Toney, Amanda</creator><general>John Wiley and Sons Inc</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0001-7516-5908</orcidid><orcidid>https://orcid.org/0000-0001-9592-8351</orcidid><orcidid>https://orcid.org/0000-0002-8134-1231</orcidid><orcidid>https://orcid.org/0000-0002-9512-4342</orcidid><orcidid>https://orcid.org/0000-0002-1896-3425</orcidid></search><sort><creationdate>202110</creationdate><title>Design of a point‐of‐care ultrasound curriculum for pediatric emergency medicine fellows: A Delphi study</title><author>Gold, Delia ; Levine, Marla ; Hsu, Deborah ; Way, David P. ; Shefrin, Allan E. ; Lam, Samuel H. F. ; Lewiss, Resa ; Marin, Jennifer R. ; Abo, Alyssa ; Adhikari, Srikar ; Alade, Kiyetta ; Bahner, David P ; Boulger, Creagh ; Constantine, Erika ; Kate Deanehan, Julia ; Ekpenyong, Atim Uya ; Elkhunovich, Marsha A ; Fischer, Jason ; Horowitz, Russ ; Kou, Maybelle ; Kwan, Charisse ; Leung, Stephanie K ; Liu, Rachel B ; Mickley, Megan ; Rabiner, Joni E ; Rempell, Rachel ; Sivitz, Adam ; Stoltz, Lori ; Toney, Amanda</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3500-5e9e18d5000065bf79e60f8fd200fd80b127e2ecb73f2a1e4889f2e6b3a393ee3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>curriculum</topic><topic>fellowship</topic><topic>medical education</topic><topic>Original Contribution</topic><topic>pediatric emergency medicine</topic><topic>point‐of‐care ultrasound</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Gold, Delia</creatorcontrib><creatorcontrib>Levine, Marla</creatorcontrib><creatorcontrib>Hsu, Deborah</creatorcontrib><creatorcontrib>Way, David P.</creatorcontrib><creatorcontrib>Shefrin, Allan E.</creatorcontrib><creatorcontrib>Lam, Samuel H. F.</creatorcontrib><creatorcontrib>Lewiss, Resa</creatorcontrib><creatorcontrib>Marin, Jennifer R.</creatorcontrib><creatorcontrib>Abo, Alyssa</creatorcontrib><creatorcontrib>Adhikari, Srikar</creatorcontrib><creatorcontrib>Alade, Kiyetta</creatorcontrib><creatorcontrib>Bahner, David P</creatorcontrib><creatorcontrib>Boulger, Creagh</creatorcontrib><creatorcontrib>Constantine, Erika</creatorcontrib><creatorcontrib>Kate Deanehan, Julia</creatorcontrib><creatorcontrib>Ekpenyong, Atim Uya</creatorcontrib><creatorcontrib>Elkhunovich, Marsha A</creatorcontrib><creatorcontrib>Fischer, Jason</creatorcontrib><creatorcontrib>Horowitz, Russ</creatorcontrib><creatorcontrib>Kou, Maybelle</creatorcontrib><creatorcontrib>Kwan, Charisse</creatorcontrib><creatorcontrib>Leung, Stephanie K</creatorcontrib><creatorcontrib>Liu, Rachel B</creatorcontrib><creatorcontrib>Mickley, Megan</creatorcontrib><creatorcontrib>Rabiner, Joni E</creatorcontrib><creatorcontrib>Rempell, Rachel</creatorcontrib><creatorcontrib>Sivitz, Adam</creatorcontrib><creatorcontrib>Stoltz, Lori</creatorcontrib><creatorcontrib>Toney, Amanda</creatorcontrib><creatorcontrib>PEM POCUS Curriculum Task Force</creatorcontrib><creatorcontrib>the PEM POCUS Curriculum Task Force</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>AEM education and training</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Gold, Delia</au><au>Levine, Marla</au><au>Hsu, Deborah</au><au>Way, David P.</au><au>Shefrin, Allan E.</au><au>Lam, Samuel H. F.</au><au>Lewiss, Resa</au><au>Marin, Jennifer R.</au><au>Abo, Alyssa</au><au>Adhikari, Srikar</au><au>Alade, Kiyetta</au><au>Bahner, David P</au><au>Boulger, Creagh</au><au>Constantine, Erika</au><au>Kate Deanehan, Julia</au><au>Ekpenyong, Atim Uya</au><au>Elkhunovich, Marsha A</au><au>Fischer, Jason</au><au>Horowitz, Russ</au><au>Kou, Maybelle</au><au>Kwan, Charisse</au><au>Leung, Stephanie K</au><au>Liu, Rachel B</au><au>Mickley, Megan</au><au>Rabiner, Joni E</au><au>Rempell, Rachel</au><au>Sivitz, Adam</au><au>Stoltz, Lori</au><au>Toney, Amanda</au><aucorp>PEM POCUS Curriculum Task Force</aucorp><aucorp>the PEM POCUS Curriculum Task Force</aucorp><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Design of a point‐of‐care ultrasound curriculum for pediatric emergency medicine fellows: A Delphi study</atitle><jtitle>AEM education and training</jtitle><addtitle>AEM Educ Train</addtitle><date>2021-10</date><risdate>2021</risdate><volume>5</volume><issue>4</issue><spage>e10700</spage><epage>n/a</epage><pages>e10700-n/a</pages><issn>2472-5390</issn><eissn>2472-5390</eissn><abstract>Objectives There has been a steady increase in the growth and utilization of point‐of‐care ultrasound (POCUS) in pediatric emergency medicine (PEM). POCUS has been established as an Accreditation Council for Graduate Medical Education (ACGME) core requirement for accreditation of PEM fellowship programs. Despite this requirement, training guidelines regarding POCUS knowledge and skills have yet to be developed. The purpose of this project was to develop a curriculum and a competency checklist for PEM fellow POCUS education. Methods We formed a core leadership group based on expertise in one or more key areas: PEM, POCUS, curriculum development, or Delphi methods. We recruited 29 PEM POCUS or ultrasound education experts from North America to participate in a three‐round electronic Delphi project. The first Delphi round asked experts to generate a list of the core POCUS knowledge and skills that a PEM fellow would need during training to function as an autonomous practitioner. Subsequent rounds prioritized the list of knowledge and skills, and the core leadership group organized knowledge and skills into global competencies and subcompetencies. Results The first Delphi round yielded 61 POCUS areas of knowledge and skills considered important for PEM fellow learning. After two subsequent Delphi rounds, the list of POCUS knowledge and skills was narrowed to 38 items that addressed elements of six global competencies. The core leadership group then revised items into subcompetencies and categorized them under global competencies, developing a curriculum that defined the scope (depth of content) and sequence (order of teaching) of these POCUS knowledge and skill items. Conclusions This expert, consensus‐generated POCUS curriculum provides detailed guidance for PEM fellowships to incorporate POCUS education into their programs. 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subjects curriculum
fellowship
medical education
Original Contribution
pediatric emergency medicine
point‐of‐care ultrasound
title Design of a point‐of‐care ultrasound curriculum for pediatric emergency medicine fellows: A Delphi study
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