Table 4 The feedback of the novice first postgraduate-year (PGY-1) residents and undergraduate year (UGY) students
From: How to enhance the novices’ learning in ultrasound-guided procedures utilizing handmade phantoms?
Variables | Total (n = 36) | PGY§-1 (n = 18) | UGY§ (n = 18) | p-Value |
|---|---|---|---|---|
Competency* | ||||
Pre-curriculum confidence† | 1 (1) | 1 (1) | 1 (1) | 1.000 |
Post-curriculum confidence† | 4 (4) | 4 (4–5) | 4 (3.5–4) | 0.449 |
Curriculum* | ||||
The curriculum is adequate for training | 4 (4–5) | 5 (4–5) | 4 (4–5) | 0.878 |
The curriculum would enhance coordination | 4 (4–5) | 4 (4–5) | 4 (3.5–5) | 0.978 |
The curriculum would enhance patient safety | 4 (3–5) | 4 (4–5) | 4 (3–5) | 0.667 |
The necessity of the training | 5 (4–5) | 5 (4–5) | 5 (4–5) | 0.805 |
Phantom fidelity* | ||||
Image simulation mimicking human tissues | 4 (3–4) | 4 (3–4) | 4 (3–4) | 0.388 |
Puncture texture mimicking human tissues | 3 (3–4) | 4 (3–4) | 3 (3–4) | 0.353 |
Puncture needle visualization | 4 (3–5) | 4 (4–5) | 4 (3–5) | 0.601 |
Fluid drainage simulation | 4 (3–4) | 4 (3–5) | 3 (3–4) | 0.072 |
Endurance for repeat puncture | 4 (3–5) | 4 (3–5) | 4 (3–5) | 0.523 |