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Integrating Scaffolding and Deliberate Practice Into Focused Cardiac Ultrasound Training: A Simulator Curriculum.

Shannon McConnaughey¹, Rosario Freeman², Sara Kim³

¹Chief Resident, Department of Medicine, University of Washington Medical Center.

Mededportal : the Journal of Teaching and Learning Resources

|February 26, 2019

Summary

This study shows that a simulator-based curriculum for Focused Cardiac Ultrasound (FoCUS) training, using scaffolding and deliberate practice, significantly reduces learning time for novices without compromising skill acquisition.

Keywords:

Cardiac Ultrasound Deliberate Practice Instructional Design Scaffolding Self-Regulated Learning Simulation

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Area of Science:

Medical Education
Point-of-Care Ultrasound
Cardiology Training

Background:

Focused cardiac ultrasound (FoCUS) is crucial for point-of-care cardiac pathology evaluation.
There is a need for efficient and standardized FoCUS training methods.
Novice learners require guided yet independent learning experiences to manage cognitive load.

Purpose of the Study:

To develop and evaluate a simulator-based FoCUS curriculum.
To integrate instructional scaffolding and deliberate practice for efficient novice learning.
To moderate cognitive load while promoting self-regulated learning in FoCUS.

Main Methods:

A FoCUS curriculum was designed with discrete learning modules.
Each module combined didactic content with targeted simulator practice.
Learner progression involved increasing practice complexity and unassisted case completion, with immediate feedback.

Main Results:

Sixteen participants (nurse practitioners and resident physicians) completed the curriculum.
The average curriculum completion time decreased from 8.0 ± 2.5 hours to 4.7 ± 1.9 hours (p < .0001) compared to a lecture-before-practice model.
No significant differences in post-training cognitive or psychomotor outcomes were observed between the curricula.

Conclusions:

A FoCUS curriculum integrating scaffolding and deliberate practice is more efficient than traditional methods.
This approach is equally effective in teaching psychomotor and cognitive skills.
These instructional principles can accelerate skill acquisition and competency development for novices in FoCUS and other operational tasks.