Evaluation of a sonography high intensity foundation training programme
By Heather Venables, University of Derby
Aim
Early skills development in ultrasound can be a steep learning curve, with some experiencing conceptual difficulties that are challenging to address in a busy clinical setting. Despite this, approaches to practical
training have been largely unchanged over several decades. While national debate continues, pressure on clinical departments is unrelenting. To support training across specialties and at scale, it is imperative that all
early-stage ultrasound skills development is moved out of the clinical department and is achievable within a short timescale. This pilot study evaluates the effectiveness of a high intensity campus-based training programme on early skills development.
Methods
Using an active learning approach, SHIFT (Sonography High Intensity Foundation Training) combines core theory with highly structured practical sessions and computer-based simulation activities that aim to enable
trainees to develop the hand-eye coordination required for ultrasound image capture, to build familiarity and understanding of equipment controls and recognition of normal ultrasound appearances.
For an initial cohort of ST1 radiology trainees (n=23), post-course qualitative feedback and reflection on learning was captured through use of a 'Listening Rooms' methodology to explore trainee peer-to-peer
reflections on their experience. Thematic analysis was undertaken by independent research assistants (not faculty).
Results
The study used a collaborative approach to building a better understanding of the impact of high intensity training on trainee experience, understanding and confidence. We present initial findings, interpreted from a
learner perspective.
Conclusions
Highly structured, supported learning in a low-pressure environment results in rapid development of conscious competence in core skills and increased trainee confidence. This enables specialist trainees to enter
clinical placement with minimal disruption to service delivery, and reduced impact on supervising staff. This approach may provide a useful alternative approach to early-stage ultrasound training across specialties.