Advancing skills and confidence in ultrasound-guided injection techniques: the impact of a cadaveric workshop

Ultrasound-guided injections have become increasingly popular in musculoskeletal practice due to their precision and minimally invasive nature. Cadaveric musculoskeletal ultrasound-guided injection workshops offer unique hands-on training, allowing physicians to refine their skills and improve procedural confidence in a realistic anatomical context. This study evaluates the effectiveness of such workshops in enhancing participants' confidence in performing musculoskeletal ultrasound-guided injections.

A prospective cross-sectional study was conducted with 109 participants attending three one-day workshops. The workshops included theoretical sessions and hands-on practice on ultrasound-guided injections of the hip, knee, and ankle joints using cadaveric specimens. Participants completed pre- and post-workshop surveys assessing their self-reported confidence in performing injections. Changes in confidence were analyzed by comparing pre- and post-course responses to evaluate the effectiveness of the training.

Participants showed significant improvements in confidence for all three joints, with the largest gain observed in hip injections. Residents exhibited lower pre- and post-course confidence but demonstrated greater improvement compared to specialists. Prior exposure to ultrasound training was associated with higher pre-course confidence but not post-course; implying that those who had not attended previous ultrasonography courses showed greater improvement and that cadaveric courses compensate for the lack of previous courses. Access to ultrasound equipment during residency was positively correlated with higher confidence levels.

Cadaveric musculoskeletal ultrasound-guided injection workshops significantly enhance procedural confidence among physicians, particularly for hip and ankle joint injections. These workshops are valuable enough tools to make up for missed preceding ultrasound program attendance, and it could thus call for a reevaluation of how educational resources are distributed to optimize procedural competence and patient safety.