Beyond the Probe: Utilization of Case-Based Learning for Extended Focused Assessment With Sonography for Trauma...

Point-of-care ultrasound is increasingly essential across medical specialties, yet few studies assess students' ability to incorporate it into clinical decision making. This study aims to evaluate how a case-based extended Focused Assessment with Sonography for Trauma (eFAST) session improves physician assistant (PA) students' ability to interpret and integrate ultrasound into clinical decision making.

First-year PA students (n = 36) watched an instructional eFAST video and completed a pretest aimed at capturing baseline knowledge. A 2-hour, case-based learning (CBL) session followed, after which 34 students completed a voluntary post-test and attitudinal survey. The session and assessments were designed using Bloom's Taxonomy and the Kirkpatrick model to evaluate engagement and learning outcomes. Pretest and post-test scores were analyzed by overall performance, item-level performance, and Bloom's level. Attitudinal responses underwent basic content analysis.

Students showed statistically significant improvement from pretest to post-test in average item performance (53% vs. 70%, P = .006) and overall scores (57% vs. 74%, P < .001). When stratified by Bloom's Taxonomy, only the "apply" and "analyze" levels demonstrated significant gains ( P = 0.007). Overall, feedback on the CBL session was positive, with 88% agreeing or strongly agreeing that the session enhanced their ability to make clinical decisions.

Demonstrated by overall score improvement, a CBL approach to eFAST image interpretation was shown to be an efficacious approach to improving PA students' ability to interpret and integrate ultrasound into clinical decision making. However, to use ultrasound exams for informed decision making, earlier and more frequent integration of case-based ultrasound learning into the PA curriculum is recommended.