The National Ultrasound Interest Group (NUSIG)

The National Ultrasound Interest Group (NUSIG) is a student-led organization founded in 2014 to promote ultrasound in undergraduate medical education. You may know us as the force behind planning national level events like SonoSlam. The bulk of NUSIG’s work, however, is sharing education and leadership resources between Ultrasound Interest Groups (USIGs) across the country. Each of the five regional representatives contact medical schools in their areas to exchange ideas, plan co-sponsored events, and see how NUSIG can assist them in evangelizing ultrasound.

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NUSIG provides everything from information on getting equipment and funding, to original educational content. Our podcast on iTunes (quickly closing on the 1,000 download mark) currently features a journal club series. Each episode is hosted by a different school evaluating an ultrasound-related article.

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Our next series is how to plan an Ultrafest, where we interview schools experienced in putting on these events. Our hope is that these USIGs can learn from each other, and other schools might be inspired to start their own UltraFest once it’s been laid out how. In the future, we aim to collect medical student level ultrasound lectures from across the country and publish them for anyone to view. Our vision is to serve as a central repository for the best medical student educational content available. Lastly, our twitter feed regularly features current ultrasound research articles, and retweets outstanding free open access medical education content.

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If you want to learn more about us or get involved, check out our website at www.nationalusig.com, and follow us on twitter and Facebook @NtlUSIG. You can find us on iTunes by searching for “NUSIG podcast.”

Are you a member of the National Ultrasound Interest Group? Did you attend this year’s SonoSlam? If so, share your thoughts and feedback. Comment below or let us know on Twitter: @AIUM_Ultrasound.

Mat Goebel is in charge of Social Media for the National Ultrasound Interest Group and is a medical student at University of California at San Diego.

Excellence in Education

It is an honor to receive the 2017 Peter H. Arger, MD, Excellence in Medical Student Education Award. I am fortunate to know Dr. Arger and recognize his remarkable achievements in education, accreditation, and leadership in ultrasound. It’s my great privilege to work with different students, whether they are medical students, residents, fellows, sonography students, vascular technology students, or physicians of different medical specialties. I have had many great teachers and mentors toJohn_Pellerito learn from. Some of my favorite teachers like Barry Goldberg, Ken Taylor, Chris Merritt, and Peter Arger have the gift to communicate complex ideas and make them simple and easy to understand. Teachers at that level inspire me to be the best I can be.

I know there are many educators who understand that feeling when a student “gets it.” The anatomy and physiology that they’ve been studying comes to life. When the ultrasound unit is no longer a confusing mess of dials and buttons and becomes a window into the human body. When they realize that in their hands, ultrasound can make a difference in patient care.

I am lucky to work with  a team of physicians and sonographers who enjoy teaching our medical students. We meet to devise new ways to integrate ultrasound into our longitudinal 4-year ultrasound program. One of the techniques we use to engage our students is to integrate games into our classes. Our SONICS (SONographic Integration of Clinical skills and Structure) faculty has enjoyed putting together ultrasound games for our students. We find that gaming increases their excitement and takes advantage of their competitive edge. One of our latest creations, the Hunger Games (J Ultrasound Med 2017; 36:361–365), has proven very successful.

During this class, we ask one member of each student team to fast prior to a scan of the gallbladder and mesenteric arteries. Following a breakfast of a bagel and cream cheese, the students are rescanned to assess for changes in gallbladder size and mesenteric blood flow. All scanning is performed by the students with faculty guidance. One team is deemed the “winner” and awards are given. The session combines both anatomic and physiologic principles to learn about gastrointestinal and vascular function and incorporate Doppler techniques. This activity provides the foundation for a powerful integration of Doppler ultrasound into medical education.

What are some of the ways that you have engaged your students with fun and interactive ultrasound programs? Do you have any stories from your own education to share? Comment below or let us know on Twitter: @AIUM_Ultrasound.

John S. Pellerito, MD, is professor of Radiology at Hofstra Northwell School of Medicine and Vice Chairman of Radiology at Northwell Health.

SonoSlam 2017

16SonoSlam_logoIf you attended the AIUM convention the past 2 years you may have heard mention of SonoSlam in passing. So what is it? SonoSlam is a medical student ultrasound competition and educational event. It was conceived as an idea to promote medical student ultrasound and was officially born in Orlando in 2015. A few members of the medical education committee were discussing how to get students more engaged in ultrasound at the national level. A national ultrasound student interest group had been formed and got behind the idea of nationalizing ultrasound activities for medical students. Many of us had been involved in regional events such as Ultrafest or had participated in Sonogames™, an emergency medicine resident ultrasound competition. As we brainstormed, SonoSlam came to fruition. We wanted this event to be more than a game, making sure to integrate education into the proceedings. Given the diversity of exposure to ultrasound in undergraduate medical education, the faculty wanted to ensure that this event would be appealing to students of all levels of experience. In addition, the unique offering of AIUM is that this event would be multidisciplinary. With these key components of education, competition, and a multidisciplinary approach SonoSlam was created. The inaugural SonoSlam was held in New York in 2016 with the winning team awarded the Peter Arger Cup, named after the famed radiologist who championed medical student ultrasound education at the AIUM. Seventeen teams from 12 different schools participated in this inaugural event with more than 30 faculty from across the country. This year in Orlando we grew to 23 teams from 17 schools from across the country—Oregon to New York to Florida and all in between. We had more than 50 faculty from a multitude of specialties, including emergency medicine, internal medicine, critical care, obstetrics and gynecology, radiology, and pediatrics. We plan to continue to host this event annually with the lofty goal of having representation from every medical school in the country. We hope to see you in New York March 24, 2018!

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For more information about SonoSlam or if you are interested getting involved please email us: sonoslam@gmail.com.

Written by Creagh Boulger, Rachel Liu, and Dave Bahner. Creagh Boulger, MD, RDMS, FACEP, is Assistant Professor, Assistant Director of Ultrasound, and Assistant Fellowship Director of Emergency Ultrasound at Ohio State University Wexner Medical Center. Rachel Liu, BAO, MBBCh, is Assistant Professor of Emergency Medicine and Director of Point-of-Care Ultrasound Education at Yale University School of Medicine. Dave Bahner, MD, RDMS, FAIUM, FAAEM, FACEP, is Professor and Director of Ultrasound, Fellowship Director, Investigator, and Core Faculty at Ohio State University.

How do you make ultrasound education engaging? Do you have any ideas for bringing students from across the country together? Comment below or let us know on Twitter: @AIUM_Ultrasound.

Life Hacks for the 2017 AIUM Annual Convention

Are you ready? The 2017 AIUM Annual Convention is in less than 2 weeks and we have been working hard to make this a great multidisciplinary convention just for you. If you haven’t registered, do so here. If you are already heading to Orlando, here are a few things you can do to get the most out of your experience:

  1. Plan

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View the Program online and create a personalized schedule.

 

  1. Go

Transportation

There are several options to get to and from the Orlando Airport and the Swan and Dolphin Resort. The AIUM has negotiated a special discount with Mears, or you can choose from other options here.

 

  1. Surf

WiFi

Surf the web via complimentary Internet access throughout the convention space. In addition, if you are staying at the Swan and Dolphin Resort, your resort fee includes in-room Internet access.

 

  1. Follow

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Stay in the know by following the AIUM and the Convention on Twitter (#AIUM17), Instagram (aium_ultrasound), vimeo, LinkedIn, and Facebook as we share news and events, as well as photos and videos.

 

  1. Listen

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Join the world-class faculty and ultrasound luminaries in any of the many sessions, presentations, and events that are occurring at any given time during the convention. Check out your many options on the AIUM convention web site.

 

  1. Learn

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Attend any of the 150+ sessions from 19 different interest tracks, with courses specifically designed for novice through advanced:

  • View and discuss unique cases with the physicians who made the diagnoses in any of the Just Images Sessions.
  • Attend courses developed by community and interest group officers in Special Interest Sessions.
  • Watch as a group of expert panelists evaluate new and challenging cases in Film Panel Sessions.
  • Learn about the latest research in Research Abstract Presentation Sessions.
  • View E-posters.
  • Meet with other ultrasound professionals who share your interests, plan future AIUM educational programs, and discuss the issues in your specialty in Community and Interest Group Meetings.

 

  1. Diagnose

 Case

The ever popular Case-of-the-day Challenge has become Image Challenges and will be located on the Exhibit Hall floor (Atlantic Hall B/C), on Sunday, March 26, through Wednesday, March 29, 2017.

 

  1. Earn

CME    blue arrow   Earn up to 7.5 CME credits during the Preconvention and 27.25 CME credits during the Convention.

ARRT   blue arrow   Earn up to 7.5 ARRT credits during the Preconvention and 27.25 ARRT credits during the Convention.

SAMs   blue arrow  The American Board of Radiology (ABR) has approved 6 Self-Assessment Modules (SAMs) activities from our upcoming 2017 Convention.

UGRA   blue arrow  One session at the Preconvention and 8 sessions at the Convention have been added to the UGRA Portfolio program’s course offerings.

 

  1. Eat

 Disney Eateries

Check out all of the conveniently located places you can get dinner or a quick bite. Just within the Walt Disney World Swan and Dolphin Resort if you want some Italian for dinner, try Il Mulino, located in the Swan, or if you want something else, try Shula’s Steak House (in the Dolphin), Kimonos (Japanese cuisine; in the Swan), or Todd English’s Bluezoo (seafood; in the Dolphin), but be sure to make your reservations now to avoid a long wait as they can all be very popular. There are also 7 more options for more casual or quicker bites so you never have to go very far to find something, and you will be able to purchase lunch on the Exhibit Hall floor.

 

  1. Play 

Play

Registered attendees can buy discounted tickets to Walt Disney World Theme Parks. But hurry: the discount ends Friday, March 24, 2017, at 9 pm.

We can’t wait to see you in Orlando! Don’t forget to tag and share #AIUM17 on social media.

Ultrasound in Medical Education: How Far We’ve Come

Point of care ultrasound was an obscure elective during my medical school years, a poorly-attended vacation elective to fill the free time between the match and the first day of residency. At the time, the 2 Emergency Medicine attendings directing the course volunteered an expertise, which endured widespread disregard; their craft persisted, unappreciated by the department and hospital. These faculty had a unique passion, a vision of a paradigm shift in medicine that would save more lives, make better decisions, and improve overall care.

I was initially skeptical of that vision. When they expressed excitement over our new, $50,000 Micromaxx (considered a bargain at the time), it sounded to me like the typical exorbitant medical expense with marginal benefit, peddled by savvy sales rmorrow_image1eps. Then we caught our first tamponade in cardiac arrest during a pulse check and I was hooked: POCUS didn’t belong as one of those obscure hobbies limited to the especially nerdy, but was a vital diagnostic and procedural tool, to be learned and disseminated. I went through residency clearly enamored with the technology. To my dismay, early in my internship, we lost our ultrasound director. It was then that I found mentors in podcasts and through the Free and Open Access Medical Education (FOAMed) community.

By my final year of residency, nurses and attendings were calling on me to pause my work in my assigned pod to travel to theirs to help with US-guided procedures. Having identified the need, I started teaching residents and nurses US-guided procedures. The barriers to education were high-quality simulation phantoms, machine access, and educational time. Time we could volunteer, and for machines we begged and borrowed, but for phantoms, we hit a wall. I searched for answers in the young community of FOAMed but found few workable alternatives to the hundred-to-thousand-dollar commercial phantoms. It was at this impasse that I found inspiration from Mythbusters’ use of ballistics gel. I experimented with ballistics gel to create my own phantom and found it morrow_dsf8521to be an effective and practical alternative to the commercial phantoms. I was approached by several companies aiming to turn this into a money-making opportunity, but I felt this information needed to be shared. This skill was too critical to keep it locked up behind a patent. Instead, with the whole-hearted spirit of FOAMed, I published guides and answered questions and gave cooking classes.

I’ve continued to follow the vision of bringing bedside ultrasound to widespread use, from residency to fellowship, and now into my role as Emergency Ultrasound Director and Director of Ultrasound Education at the University of South Carolina School of Medicine Greenville. The future is bright: the FOAMed community is large and growing; US technology is being integrated into earlier stages of medical education; and pocket machines are bringing US in closer reach of the busy clinician. Ultrasound is moving into the hands of clinicians at the bedside and becoming an extension of our physical exam, and there is a growing literature base to support this trend. Someday ultrasound will take its rightful place next to the stethoscope, and my job as an “ultrasound director” will seem as foreign a concept as “director of auscultation.” The complementary forces of FOAMed and formal medical education will bring us to this future of safer procedures and greater diagnostic accuracy, and I am excited to be a part of it.

How have you seen ultrasound medical education change? What are your favorite FOAMed resources? Comment below or let us know on Twitter: @AIUM_Ultrasound.

Dustin Stephen Morrow, MD, RDMS, is Ultrasound Director at Greenville Health System Emergency Medicine, as well as Director of Ultrasound Education at University of South Carolina School of Medicine Greenville. He can be found on Twitter: @pocusmaverick.

Why SonoStuff.com?

Three reasons:

As a co-director of technology enabled active learning (TEAL) at the UC Davis school of medicine I incorporate important technologies into the medical curriculum, which has primarily been point of care ultrasound (POCUS). Ultrasound is an incredible medical education tool and curriculum integration tool. It can be used to teach, reinforce, and expand lessons in anatomy, physiology, pathology, physical exam, and the list goes on.

I knew there was a better way to teach medical students thaschick_photo_1n standing in front of the classroom and giving a lecture. Student’s need to learn hands-on, spatial reasoning, and critical thinking skills to become excellent physicians. Teaching clinically relevant topics with ultrasound in small groups with individualized instruction
is the best strategy. I needed to flip the classroom.

I started by creating online lectures for an introduction to ultrasound lecture, thoracic anatomy, and abdominal anatomy:

Introduction to Ultrasound, POCUS

FAST Focused Assessment of Sonography in Trauma Part 1

FAST Focused Assessment of Sonography in Trauma Part 2

Aorta Exam AAA POCUS

Introduction in Cardiac Ultrasound POCUS

Topics quickly grew in scope and depth. I initially housed my lectures on YouTube and emailed them out to students before the ultrasound laboratory sessions. However, I wanted a platform that allowed for improved organization and showcasing. I needed a single oschick_photo_2nline resource they could go to to find those materials I was making specific to their medical curriculum.

https://www.youtube.com/channel/UCOhSjAZJnKpo8pP7ypvKDsw

Around the same time, during a weekly ultrasound quality assurance session in my emergency department I realized we were reviewing hundreds of scans each month and the reviewers were the only ones benefiting educationally from the process. Many cases were unique and important for education and patient care.

We began providing more feedback to our emergency sonographers and I decided I could use the same software I was using to develop material for the school of schick_photo_3medicine to highlight the most significant contributions to POCUS in our department every week. I quickly realized I needed a resource to house all these videos, one that anyone in my department could refer to when needed. The most efficient and creative method was to start a blog. I was discussing the project and possible names for the blog with colleagues and Dr. Sarah Medeiros said, “sounds like it’s a bunch of ultrasound stuff”. https://sonostuff.com was born.

I owe a great deal to free and open access to medical education or FOAMed. I was hungry for more POCUS education in residency and the ultrasoundpodcast.com came to the rescue. I became a local expert as a resident and even traveled to Tanzania to teach POCUS.

schick_photo_4I primarily began www.SonoStuff.com to organize and share with my department of emergency medicine and school of medicine, but it grew into a contribution to the growing body of amazing education resources that is FOAMed. I now use it as a resource in my global development work along with the many other FOAMed resources.

The work we all do in FOAMed, including AIUM’s the Scan, are an incredible and necessary resource. I have read the textbooks and attended the lectures, but I would not be where I am without FOAMed. I know all or most of those contributing to FOAMed do it out of love for education and patient care, without reimbursement or time off. Thank you to the many high-quality contributors and I am proud to play a small part in the FOAMed movement.schick_photo_5

Michael Schick, DO, MA, is Assistant Professor of Emergency Medicine at UC Davis Medical Center and Co-Director of Technology Enabled Active Learning, UC Davis School of Medicine. He is creator of www.sonostuff.com and can be reached on Twitter: ultrasoundstuff.

FOAMed Made Me A Better Lecturer

My glossy, relentless smile slowly began to sag. My enthusiasm waned. I asked myself, “Why are you even here?

Although that was the first time I actually asked the question, truth be told, it had been germinating in my brain for the past few months.FullSizeRender

It was during one particularly bland and unprepared lecture in my first year of medical school when I found it nearly impossible to read the deluge of text on the PowerPoint slide and listen to the speaker. Not only was I quickly losing interest, but the speaker appeared to be caught off guard by the content of his own slides.  The phrase “Why did I put that in this slide?” was uttered over and over again. Unfortunately, my despair was not limited to this one professor or this one lecture. In fact, getting a good lecture was more outlier than standard.

It was at that moment I decided to stop attending lectures. I figured since the speakers gave me access to their slides and all they were doing in class was reading the slides, I could stay at home and do just as well. As validation for this theory, my grades improved.

Shortly after graduating medical school, I was asked to give my first lecture as an intern. What did I do? I created a PowerPoint with bullets. That lecture went over about as well as those medical school lectures did: horribly.

While the content was acceptable, the presentation wasn’t engaging, and worst of all, it was boring. I found myself perpetuating the cycle and becoming a part of the problem rather than a solution.

For my next lecture, instead of focusing on the required content, I focused on my audience. Luckily I had a group of mentors who had grappled with this so I began to study not only the content of their lectures but also how they lectured.

Soon after, I discovered podcasts and the #FOAMed (Free Open Access Medical Education) movement. Inexplicably, I found I could watch an entire 20-minute talk online without checking my phone. For someone with the attention span of a small bird, this was no small feat.

I tried to emulate what I had been learning and observing for my next talk, and when I gave my next lecture to the residents, I found they were spending less time on their phones and computers and more time engaged in my lecture. After that experience, I immediately asked for more opportunities to lecture because I knew the only way to improve was to do more of them. While the residency was very accommodating, they were only able to give me a lecture every couple of months, and I needed more.

Since I couldn’t give lectures to our residents as frequently as I desired, I thought maybe I could practice on my computer. Initially, I figured I could record a few lectures and put them on YouTube. But the more I thought about it, the more I wasn’t sure this is how I wanted to distribute my content. I always got distracted when I went on YouTube. I would start looking for ultrasound videos and then somehow end up watching an hour of compilations of cats falling asleep and rollerbladers falling.

That’s when I thought about creating a website. I wanted a place where I could upload all of my lectures in an easy-to-navigate format, with minimal distractions. I remember reading somewhere that the average student attention span was approximately 10 minutes, so decided I was going to try and make my videos 5 minutes long to increase the likelihood that people would actually watch the whole video. That’s where 5-minute sono was born.

Eventually I purchased a USB microphone and paid for good screen capture software and began recording. Initially I wanted to focus on purely instructional videos without any mention of the evidence or current literature. This made it much easier to keep my content as short as possible, with the long-term plan to create a podcast where I could talk about literature as much as I wanted. Setting up a website to look good and work seamlessly is very difficult. Thankfully the ultrasound director where I went to residency is kind of a genius on that front. There have definitely been a few hiccups along the way, but overall the experience of been pretty amazing. This has taken a tremendous amount of work, but viewership has been steadily increasing, which is encouraging.  I still have a large amount of instructional 5-minute sono videos to create, but decided to start introducing more literature reviews in the form of a blog and podcasts. Soon I’ll begin my faculty position at the University of Tennessee in Chattanooga, Tennessee, Department of Emergency Medicine, and anticipate I’ll be able to lecture to the residents to my heart’s content. But that won’t stop me from continuing the steady stream of ultrasound instructional videos and supporting the FOAMed movement.

How do you make your talks more engaging? What are your favorite FOAMed resources? Comment below or let us know on Twitter: @AIUM_Ultrasound.

Jacob Avila, MD, is Co-fellowship and Ultrasound Director, Clinical Assistant Professor at the University of Tennessee in Chattanooga, Tennessee. To check out some of his FOAMed material, visit 5 Min Sono.