Abstract
Background
There are many ways to learn emergency ultrasound, and now advances in technology can potentially allow emergency ultrasound to be learned more efficiently. The traditional method of learning emergency ultrasound was through direct mentorship, published hardcopy textbooks, and short educational courses. This is a completely valid approach, but it is one that does not work for many, and it can possibly be improved.
Educational methods and resources
Technology has allowed those without access to some of the above to learn, and even those who do have access will benefit from newer methods, which include electronic education such as podcasts, blogs, apps, and other Free Open Access Medical Education (FOAMED). Generally these resources are regularly updated in real time without the publication delays inherent in older media, and they are peer reviewed by thousands of individuals who can comment and discuss in real time. They can be combined with simulation and online mentoring for a much richer blended educational experience that is offered by technology.
Conclusion
There is a fair amount of evidence showing how this combination of methods and newer technology can be leveraged to improve the educational experience. The right combination of methods will depend on the learner. The good news is that there are many options and there has never been a better time to learn emergency ultrasound regardless of the geographical location, access, or specific situation of the learner.
Zusammenfassung
Hintergrund
Es gibt zahlreiche Wege, die Notfallsonographie zu erlernen. Heutzutage gibt es sogar Möglichkeiten, durch sinnvollen Einsatz technologischer Errungenschaften die Notfallsonographie potenziell effizienter zu erlernen. Bei der traditionellen Lernmethode für die Notfallsonographie handelte es sich um ein direktes Mentoring in Kombination mit Publikationen im Sinne gedruckter Lehrbücher und kurzen Fortbildungskursen. Das ist ein völlig valider Ansatz, aber er ist für viele nicht passend und lässt sich vielleicht für fast jeden verbessern.
Unterrichtsmethoden und Hilfsmittel
Aktuelle Technologien ermöglichen es all jenen zu lernen, die keinen Zugang zu manchen der genannten Ansätze haben, und selbst jene, die Zugang dazu haben, werden von den neueren Verfahren profitieren.
Zu diesen Verfahren gehören die elektronische Fortbildung in Form von Podcasts, Blogs, Apps und anderen Angeboten der kostenfreien, offen zugänglichen medizinischen Fortbildung, Free Open Access Medical Education (FOAMED). Diese Quellen werden i. Allg. regelmäßig in Echtzeit aktualisiert – ohne die zeitlichen Verzögerungen der Publikationen älterer Medien – und einer Expertenbegutachtung durch Tausende von Einzelpersonen unterzogen, die in Echtzeit kommentieren und diskutieren können.
Simulationen und Online-Mentoring können damit kombiniert werden und somit durch wirkungsvollen Einsatz der technologischen Möglichkeiten eine deutlich facettenreichere Lernerfahrung bieten.
Zusammenfassung
Es bestehen zahlreiche Nachweise dafür, dass diese Kombination aus bestehenden Verfahren und neueren Technologien für bessere Lernerfahrungen eingesetzt werden kann. Die richtige Mischung und Verfahrensauswahl hängt von dem einzelnen Lernenden ab. Die gute Nachricht dabei ist, dass es viele Optionen gibt und es nie eine günstigere Gelegenheit gab, die Notfallsonographie zu erlernen, unabhängig von geographischer Lage, Zugang oder spezieller Situation des Lernenden.
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M.S. Dawson states the following: he is the co-creator of the free Ultrasound Podcast, One Minute Ultrasound smartphone app, and Introduction to Bedside Ultrasound Volume 1 and 2. He is also a founder and co-director of the nonprofit Ultrasound Leadership Academy.
The accompanying manuscript does not include studies on humans or animals.
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M. Christ, Nürnberg
C. Waydhas, Bochum
Die komplette deutsche Übersetzung des Beitrags finden Sie auf SpringerLink unter dx.doi.org/10.1007/s10049-015-0067-z.
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Dawson, M. State-of-the-art education in emergency ultrasound. Notfall Rettungsmed 18, 492–496 (2015). https://doi.org/10.1007/s10049-015-0066-0
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DOI: https://doi.org/10.1007/s10049-015-0066-0