Arroyo-Morales et al.3131 Arroyo-Morales M, Cantarero-Villanueva I, Fernández-Lao C, et al. A blended learning approach to palpation and ultrasound imaging skills through supplementation of traditional classroom teaching with an e-learning package. Man Ther. 2012;17(5):474-8. PMID: 22579034; https://doi.org/10.1016/j.math.2012.04.002. https://doi.org/10.1016/j.math.2012.04.0...
/2012 |
Spain |
Randomized clinical trial with questionnaire only after intervention |
44 second-year physiotherapy students |
Knee |
E-learning - ECOFISIO + books and texts |
Books and texts |
No difference in the theoretical part. Practice: e-learning group took longer, but the image was better. E-learning was better in the questionnaire. The students liked the site. |
3 |
Bertran et al.2626 Bertran S, Boby H, Bertrand PM, et al. Comparison of video-based learning and lecture-based learning for training of ultrasound-guided central venous catheterization: a randomized controlled trial. BJA: British Journal of Anaesthesia. 2017;118(4):628-30. PMID: 28403416; https://doi.org/10.1093/bja/aex059. https://doi.org/10.1093/bja/aex059...
/2017 |
France |
Randomized clinical trial without questionnaire |
43 residents in anesthesiology and intensive care |
Positioning of the central venous catheter |
Video lesson |
Classroom lesson |
Residents who had a video lesson showed better results than those who had an in-person class. |
2B |
Brisson et al.2828 Brisson A-M, Steinmetz P, Oleskevich S, Lewis J, Reid A. A comparison of telemedicine teaching to in-person teaching for the acquisition of an ultrasound skill - a pilot project. J Telemed Telecare. 2015;21(4):235-9. PMID: 25766853; https://doi.org/10.1177/1357633X15575446. https://doi.org/10.1177/1357633X15575446...
/2015 |
Canada |
Comparative cross-sectional randomized study with questionnaire pre and post-intervention |
10 nurses |
Morrison space evaluation |
Live distance class |
Classroom lesson |
Telemedicine teaching is equivalent to classroom lesson for the acquisition of practical ultrasound skills and in a similar time. |
3 |
Cantarero-Villanueva et al.3030 Cantarero-Villanueva I, Fernández-Lao C, Galiano-Castillo N, et al. Evaluation of e-learning as an adjunctive method for the acquisition of skills in bony landmark palpation and muscular ultrasound examination in the lumbopelvic region: a controlled study. J Manipulative Physiol Ther. 2012;35(9):727-34. PMID: 23206968; https://doi.org/10.1016/j.jmpt.2012.10.007. https://doi.org/10.1016/j.jmpt.2012.10.0...
/2012 |
Spain |
Randomized clinical trial without questionnaire |
44 physiotherapy students |
Lumbopelvic region |
E-learning - ECOFISIO + books and texts |
Books and texts |
E-learning can be an effective adjunct strategy in teaching. |
3 |
Chenkin et al.1818 Chenkin J, Lee S, Huynh T, Bandiera G. Procedures can be learned on the Web: a randomized study of ultrasound-guided vascular access training. Acad Emerg Med. 2008;15(10):949-54. PMID: 18778380; https://doi.org/10.1111/j.1553-2712.2008.00231.x. https://doi.org/10.1111/j.1553-2712.2008...
/2008 |
Canada |
Randomized clinical trial with questionnaire before and after intervention |
21 participants between staff physicians and residents of the emergency sector |
Positioning of the central venous catheter |
E-learning |
Books and texts |
Web-based tutorial was at least as effective as a teaching lecture. Did not carry out a practical evaluation. |
2B |
Cuca et al.1919 Cuca C, Scheiermann P, Hempel D, Via G, Seibel A, Barth M, et al. Assessment of a new e-learning system on thorax, trachea, and lung ultrasound. Emerg Med Int. 2013 Nov 12;2013:145361. PMID: 24324889; PMCID: PMC3845847; https://doi.org/10.1155/2013/145361. https://doi.org/10.1155/2013/145361...
/2013 |
Germany |
Prospective cohort study with a questionnaire before and after intervention, plus a post-intervention sustainability questionnaire two weeks later |
75 doctors and medical students |
Chest and lungs |
E-learning |
Classroom lesson |
Teaching by e-learning showed results similar to the traditional method. Did not carry out a practical evaluation. |
2B |
Edrich et al.2020 Edrich T, Stopfkuchen-Evans M, Scheiermann P, et al. A Comparison of Web-Based with Traditional Classroom-Based Training of Lung Ultrasound for the Exclusion of Pneumothorax. Anesth Analg. 2016;123(1):123-8. PMID: 27159073; https://doi.org/10.1213/ANE.0000000000001383. https://doi.org/10.1213/ANE.000000000000...
/2016 |
United States; Germany; Austria |
Randomized clinical trial with a questionnaire before and after intervention, plus a post-intervention retention questionnaire four weeks later |
138 anesthesiologists |
Chest and lungs |
E-learning |
Classroom lesson; No teaching technique |
Telemedicine teaching showed results similar to the traditional method. |
3 |
Fernández-Lao et al.2929 Fernández-Lao C, Cantarero-Villanueva I, Galiano-Castillo N, Caro-Morán E, Díaz-Rodríguez L, Arroyo-Morales M. The effectiveness of a mobile application for the development of palpation and ultrasound imaging skills to supplement the traditional learning of physiotherapy students. BMC Med Educ. 2016;16(1):274. PMID: 27756288; https://doi.org/10.1186/s12909-016-0775-1. https://doi.org/10.1186/s12909-016-0775-...
/2016 |
Spain |
Randomized clinical trial with questionnaire before and after intervention |
49 physiotherapy students |
Shoulder |
M-learning - ECOFISIO + books and texts |
Books and texts |
The group with m-learning showed better positioning of the patient and transducer and better handling of the probe. |
3 |
Haskins et al.2121 Haskins SC, Feldman D, Fields KG, et al. Teaching a Point-of-Care Ultrasound Curriculum to Anesthesiology Trainees With Traditional Didactic Lectures or an Online E-Learning Platform: A Pilot Study. J Educ Perioper Med. 2018;20(3):E624. PMID: 30510972./2018 |
United States |
Randomized clinical trial with questionnaire before and after intervention |
18 anesthesiology residents |
Point-of-care |
E-learning |
Classroom lesson |
There was no evidence of a difference between traditional teaching groups and e-learning in learning or satisfaction results. |
3 |
Hempel et al.77 Hempel D, Sinnathurai S, Haunhorst S, et al. Influence of case-based e-learning on students’ performance in point-of-care ultrasound courses: a randomized trial. Eur J Emerg Med. 2016;23(4):298-304. PMID: 25851331; https://doi.org/10.1097/MEJ.0000000000000270. https://doi.org/10.1097/MEJ.000000000000...
/2016 |
Germany |
Randomized clinical trial with questionnaire before and after intervention |
60 third-year medical students |
Point-of-care |
E-learning |
Classroom lesson |
Teaching by e-learning showed results similar to the traditional method. |
3 |
Lian et al.2222 Lian A, Rippey JCR, Carr PJ. Teaching medical students ultrasound-guided vascular access - which learning method is best? J Vasc Access. 2017;18(3):255-8. PMID: 28430318; https://doi.org/10.5301/jva.5000730. https://doi.org/10.5301/jva.5000730...
/2017 |
Australia |
Randomized clinical trial without questionnaire |
30 medical students |
Positioning of central venous catheter |
E-learning |
Classroom lesson; No teaching technique |
The traditional method group performed significantly better on ultrasound-guided vascular access than those who did not receive training and e-learning. |
2B |
Lozano-Lozano et al.44 Lozano-Lozano M, Galiano-Castillo N, Fernández-Lao C, et al. The Ecofisio Mobile App for Assessment and Diagnosis Using Ultrasound Imaging for Undergraduate Health Science Students: Multicenter Randomized Controlled Trial. J Med Internet Res. 2020;22(3):e16258. PMID: 32154784; https://doi.org/10.2196/16258. https://doi.org/10.2196/16258...
2020 |
Spain |
Randomized clinical trial with questionnaire only after intervention |
105 physiotherapy students |
Sports pathologies |
M-learning - ECOFISIO + books and texts |
Books and texts |
The m-learning group had better patient positioning, transducer handling and image adjustment, but took more time than the control group. The students found it very useful. |
3 |
Maloney et al.2323 Maloney E, Hippe DS, Paladin A, Chew FS, Ha AS. Musculoskeletal ultrasound training for radiology residents: lecture versus interactive learning module. Acad Radiol. 2016;23(7):789-96. PMID: 27067604; https://doi.org/10.1016/j.acra.2015.11.018. https://doi.org/10.1016/j.acra.2015.11.0...
/2016 |
United States |
Randomized clinical trial with questionnaire before and after intervention |
33 radiology residents |
Musculoskeletal |
E-learning |
Classroom lesson |
The difference in quality from traditional to e-learning was small (less than 5%). Did not carry out a practical evaluation. |
2B |
Platz et al.2525 Platz E, Goldflam K, Mennicke M, et al. Comparison of Web-versus classroom-based basic ultrasonographic and EFAST training in 2 European hospitals. Ann Emerg Med. 2010;56(6):660-7. PMID: 20538370; https://doi.org/10.1016/j.annemergmed.2010.04.019. https://doi.org/10.1016/j.annemergmed.20...
/2010 |
Germany |
Prospective pseudorandomized study with pre and post intervention questionnaire |
64 doctors and residents: anesthesiologists, surgeons, internal medicine specialists and orthopedists |
FAST |
E-learning |
Classroom lesson; No teaching technique |
Telemedicine teaching showed results similar to the traditional method. Did not carry out a practical evaluation. |
2B |
Platz et al.2424 Platz E, Liteplo A, Hurwitz S, Hwang J. Are live instructors replaceable? Computer vs. classroom lectures for EFAST training. J Emerg Med. 2011;40(5):534-8. PMID: 19892506; https://doi.org/10.1016/j.jemermed.2009.08.030. https://doi.org/10.1016/j.jemermed.2009....
/2011 |
Germany |
Randomized clinical trial with questionnaire before and after intervention |
44 emergency and surgery residents |
FAST |
E-learning |
Classroom lesson |
Classes on computer are not inferior to school attendance regarding FAST ultrasound. Did not carry out a practical evaluation. |
2B |
Soon et al.2727 Soon AW, Toney AG, Stidham T, Kendall J, Roosevelt G. Teaching Point-of-Care Lung Ultrasound to Novice Pediatric Learners: Web-Based E-Learning Versus Traditional Classroom Didactic. Pediatr Emerg Care. 2020;36(7):317-21. PMID: 29698340; https://doi.org/10.1097/PEC.0000000000001482. https://doi.org/10.1097/PEC.000000000000...
/2020 |
United States |
Randomized clinical trial with a questionnaire before and after intervention, plus a post-intervention retention questionnaire two weeks later |
45 pediatric physicians |
Point-of-care |
E-learning |
Classroom lesson |
Web-based learning is at least as effective as the usual classroom. |
2B |