Publications & Resources
The Effects of Practicing With a Virtual Ultrasound Trainer on FAST Window Identification, Acquisition, and Diagnosis
Gregory K. W. K. Chung, Ruth G. Gyllenhammer, and Eva L. Baker
In this study, CRESST researchers used random assignment of medical and nursing school students to analyze the differences between “simulator-based virtual ultrasound scanning practice” and “classroom-based hands-on ultrasound scanning practice” on participants’ knowledge of FAST window quadrants and interpretation, and on participants’ performance on live patient FAST exams. The CRESST team found that classroom-based practice appeared to promote physical acquisition skills while simulator-based practice appeared to promote window interpretation skills. Participants responded favorably to the simulator, which the researchers conclude is a promising training tool not only to increase probe time, but also to increase exposure to FAST windows reflecting various anatomy and disease states.
Chung, G. K. W. K., Gyllenhammer, R. G., & Baker, E. L. (2011). The effects of practicing with a virtual ultrasound trainer on FAST window identification, acquisition, and diagnosis (CRESST Report 787). Los Angeles: University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).