• Beyond the Probe: Utilization...

*Result*: Beyond the Probe: Utilization of Case-Based Learning for Extended Focused Assessment With Sonography for Trauma Interpretation and Clinical Decision Making.

Title:
Beyond the Probe: Utilization of Case-Based Learning for Extended Focused Assessment With Sonography for Trauma Interpretation and Clinical Decision Making.
Authors:
Ziegler K; Kirsten Ziegler, PA-C, is a graduate (Class of 2025) of Physician Assistant Program, Northwestern University Feinberg School of Medicine, Chicago, Illinois.; Elizabeth Randolph, PA-C, is an instructor of Physician Assistant Program, Northwestern University Feinberg School of Medicine, Chicago, Illinois.; Angelique Dueñas, PhD, MS, is an assistant professor at Northwestern University Feinberg School of Medicine, Chicago, Illinois., Randolph E; Kirsten Ziegler, PA-C, is a graduate (Class of 2025) of Physician Assistant Program, Northwestern University Feinberg School of Medicine, Chicago, Illinois.; Elizabeth Randolph, PA-C, is an instructor of Physician Assistant Program, Northwestern University Feinberg School of Medicine, Chicago, Illinois.; Angelique Dueñas, PhD, MS, is an assistant professor at Northwestern University Feinberg School of Medicine, Chicago, Illinois., Dueñas A; Kirsten Ziegler, PA-C, is a graduate (Class of 2025) of Physician Assistant Program, Northwestern University Feinberg School of Medicine, Chicago, Illinois.; Elizabeth Randolph, PA-C, is an instructor of Physician Assistant Program, Northwestern University Feinberg School of Medicine, Chicago, Illinois.; Angelique Dueñas, PhD, MS, is an assistant professor at Northwestern University Feinberg School of Medicine, Chicago, Illinois.
Source:
The journal of physician assistant education : the official journal of the Physician Assistant Education Association [J Physician Assist Educ] 2026 Mar 01; Vol. 37 (1), pp. 40-44. Date of Electronic Publication: 2025 Oct 08.
Publication Type:
Journal Article
Language:
English
Journal Info:
Publisher: Physician Assistant Education Association Country of Publication: United States NLM ID: 101298201 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1941-9449 (Electronic) Linking ISSN: 19419430 NLM ISO Abbreviation: J Physician Assist Educ Subsets: MEDLINE
Imprint Name(s):
Original Publication: Alexandria, VA : Physician Assistant Education Association, [2006]-
MeSH Terms:
Physician Assistants*/education , Clinical Decision-Making*/methods , Problem-Based Learning*/methods , Problem-Based Learning*/organization & administration , Focused Assessment with Sonography for Trauma*/methods, Humans ; Clinical Competence ; Educational Measurement ; Female ; Point-of-Care Systems ; Male ; Ultrasonography
References:
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Perdue M, Bosse B, Pasha J, Davison M. Implementation of point-of-care ultrasound in a physician assistant curriculum. J Physician Assist Educ. 2020;31(2):91-94. doi. 10.1097/JPA.0000000000000301. (PMID: 10.1097/JPA.0000000000000301)
Zak CL, Monti JD. PAs and point-of-care ultrasound: a scoping review. JAAPA. 2022;35(4):43-50. doi. 10.1097/01.Jaa.0000819568.41670.54. (PMID: 10.1097/01.Jaa.0000819568.41670.54)
Feilchenfeld Z, Dornan T, Whitehead C, Kuper A. Ultrasound in undergraduate medical education: a systematic and critical review. Med Educ. 2017;51(4):366-378. doi. 10.1111/medu.13211. (PMID: 10.1111/medu.13211)
Lum M, Sheehy L, Lai J, Tillman D, Damewood S, Schmidt J. Integration of lung point-of-care ultrasound into clinical decision making for medical students in simulated cases. West J Emerg Med. 2020;22(1):124-129. doi. 10.5811/westjem.2020.12.48717. (PMID: 10.5811/westjem.2020.12.48717)
Russell FM, Herbert A, Peterson D, Wallach PM, Ferre RM. Assessment of medical students' ability to integrate point-of-care cardiac ultrasound into a case-based simulation after a short intervention. Cureus. 2022;14(7):e27513.
Armstrong P. Bloom's Taxonomy. Vanderbilt University Center for Teaching; 2010:1-3.
Frye AW, Hemmer PA. Program evaluation models and related theories: AMEE guide no. 67. Med Teach. 2012;34(5):e288-e299.
McLean SF. Case-based learning and its application in medical and health-care fields: a review of worldwide literature. J Med Educ Curric Dev. 2016;3:JMECD.S20377. doi. 10.4137/jmecd.S20377. (PMID: 10.4137/jmecd.S20377)
Monti J. Revolution or evolution? A proposal for the integration of point-of-care ultrasound into physician assistant clinical practice. J Physician Assist Educ. 2017;28(1):27-32. doi. 10.1097/jpa.0000000000000101. (PMID: 10.1097/jpa.0000000000000101)
Bowyer ER, Shaw SCK. Informal near-peer teaching in medical education: a scoping review. Educ Health. 2021;34(1):29-33. doi. 10.4103/efh.EfH_20_18. (PMID: 10.4103/efh.EfH_20_18)
Neri SC, Adler R, Kunes R, McCauley M, Ireland A, Karalius VP. Online modules as an alternative to hands-on point-of-care ultrasound curriculum at resource-limited PA programs. JAAPA. 2020;33(12):1. doi. 10.1097/01.Jaa.0000723168.60044.16. (PMID: 10.1097/01.Jaa.0000723168.60044.16)
Entry Date(s):
Date Created: 20251014 Date Completed: 20260218 Latest Revision: 20260218
Update Code:
20260221
DOI:
10.1097/JPA.0000000000000715
PMID:
41084146
Database:
MEDLINE

*Further Information*

*Introduction: Point-of-care ultrasound is increasingly essential across medical specialties, yet few studies assess students' ability to incorporate it into clinical decision making. This study aims to evaluate how a case-based extended Focused Assessment with Sonography for Trauma (eFAST) session improves physician assistant (PA) students' ability to interpret and integrate ultrasound into clinical decision making.
Methods: First-year PA students (n = 36) watched an instructional eFAST video and completed a pretest aimed at capturing baseline knowledge. A 2-hour, case-based learning (CBL) session followed, after which 34 students completed a voluntary post-test and attitudinal survey. The session and assessments were designed using Bloom's Taxonomy and the Kirkpatrick model to evaluate engagement and learning outcomes. Pretest and post-test scores were analyzed by overall performance, item-level performance, and Bloom's level. Attitudinal responses underwent basic content analysis.
Results: Students showed statistically significant improvement from pretest to post-test in average item performance (53% vs. 70%, P = .006) and overall scores (57% vs. 74%, P < .001). When stratified by Bloom's Taxonomy, only the "apply" and "analyze" levels demonstrated significant gains ( P = 0.007). Overall, feedback on the CBL session was positive, with 88% agreeing or strongly agreeing that the session enhanced their ability to make clinical decisions.
Discussion: Demonstrated by overall score improvement, a CBL approach to eFAST image interpretation was shown to be an efficacious approach to improving PA students' ability to interpret and integrate ultrasound into clinical decision making. However, to use ultrasound exams for informed decision making, earlier and more frequent integration of case-based ultrasound learning into the PA curriculum is recommended.
(Copyright © 2025 PA Education Association.)*

*The authors declare no conflict of interest.*