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Related Concept Videos

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Related Experiment Video

Updated: May 12, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

A Multi-Center Study on eFAST Learning Curves for Emergency Medicine Residents Using CUSUM Analysis.

L P Roppolo1, S Newman1, N Saltarelli1

  • 1John Peter Smith Health Network Fort Worth Texas USA.

AEM Education and Training
|May 11, 2026
PubMed
Summary
This summary is machine-generated.

Emergency medicine interns achieve initial Extended Focused Assessment with Sonography in Trauma (eFAST) competency in a median of 8 scans, significantly less than the 25-scan requirement. This finding suggests a revised benchmark for eFAST competency assessment in residency training.

Related Experiment Videos

Last Updated: May 12, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

Area of Science:

  • Medical Education
  • Emergency Medicine
  • Diagnostic Ultrasound

Background:

  • Current Emergency Medicine (EM) residency training mandates a minimum of 25 Extended Focused Assessment with Sonography in Trauma (eFAST) scans.
  • Limited evidence supports the existing 25-scan benchmark for achieving initial eFAST competency.
  • This study investigated whether EM interns attain competency with fewer than 25 eFAST scans.

Purpose of the Study:

  • To determine the actual number of eFAST scans required for Emergency Medicine interns to achieve initial competency.
  • To challenge the existing 25-scan benchmark for eFAST proficiency in residency training.

Main Methods:

  • A multicenter retrospective review of prospectively collected quality assurance (QA) data from EM interns' eFAST scans.
  • Utilized Cumulative Summation (CUSUM) analysis to calculate the mean number of scans needed for initial competency.
  • Assessed inter-rater reliability (IRR) of the QA rubric and surveyed interns on prior point-of-care ultrasound (POCUS) experience.

Main Results:

  • A median of 8 eFAST scans (IQR [5, 10], range 5-15) were required for interns to achieve initial competency.
  • No significant difference in the number of scans required was found between interns with and without prior eFAST experience (p=0.85).
  • High inter-rater reliability (IRR) was achieved for the eFAST QA rubric.

Conclusions:

  • Emergency Medicine interns achieve initial eFAST competency after a median of 8 scans, suggesting the current 25-scan benchmark may be excessive.
  • CUSUM analysis offers a valuable method for assessing initial eFAST competency and can inform competency-based medical education strategies.
  • Findings support the development of a more nuanced, data-driven approach to evaluating procedural competency in residency training.