Motivations, barriers, and professional engagement: a multisite qualitative study of internal medicine faculty’s experiences learning and teaching point-of-care ultrasound

• DOI: 10.1186/s12909-022-03225-w
• Publication Date: 2022-03-12T19:02:30Z
• Authors: Christopher J. Smith; Keith Barron; Ronald J. Shope; Elizabeth Beam; Kevin Piro
• Keywords: Faculty Development

Point-of-care ultrasound (POCUS) graduate medical education is expanding across many specialties, but a lack of trained faculty common barrier. Even well-designed development programs struggle with retention, yet little known about the experiences practicing physicians learning POCUS. Our objective to explore clinician-educators as they integrate POCUS into their clinical and teaching practices help inform curriculum design.Qualitative study using instrumental case design analyze interview data from 18 internal medicine at 3 academic health centers. Interviewees were recruited by program directors each site include participants range use patterns. Interviews took place July-August 2019.Analysis yielded 6 themes: performance, patient care, needs, workflow access, administrative support, professional engagement. Participants felt enhanced skills, decision making, engagement patients. The themes highlighted importance longitudinal supervision feedback, streamlined integration workflow, support time resources. reported helped combat burn-out enhance sense engagement.Learning clinician-educator complicated endeavor that must take account mastery psychomotor existing practice habits, local institutional concerns. Based upon generated this study, we make recommendations guide design. Although focused on internists, findings are likely generalizable other specialties growing interest in education.