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Table 4 Comparison of Canadian CCUS recommendations [16] to the current state

From: Critical care ultrasound training: a survey exploring the “education gap” between potential and reality in Canada

Canadian recommendations for critical care ultrasound training and competency Survey results
Academic centers
 Commitment to create and sustain a local CCUS program
 One machine per unit dedicated to CCUS
Lack of equipment was not a barrier in 91%
Local experts
 Support to sustain and/or train local CCUS expert(s) experienced in general CCUS and basic critical care echo
 Be supported with time and funding
 Support for faculty development if no local expert exists
64% feel identifying a local expert as a barrier but 82% has 1–2 per training site
Lack of time for educator a barrier in all programs, lack of academic support a barrier in 82%
Curriculum implementation
 Didactic and hands-on training in general CCUS and basic echo (10 h each)
 Core applications that should be taught: basic critical care echo, lung/pleura, guidance of vascular access, identification of free fluid
 Optional applications include DVT diagnosis, renal ultrasound and abdominal aorta
Hours of dedicated hands-on training: 36% 5–9 h and 27% 10–15 h
All programs have formal teaching basic critical care echo
82% have formal teaching in lung/pleural space, 82% vascular access, 64% abdominal free fluid
27% formally teaching DVT, 33% renal
Portfolio building
 Supervised studies in core exam types with feedback
 Performed on patients over simulators
 Minimum number of studies required in core applications
 Portfolio kept of completed scans
 Feedback/supervision should be in real time with local expert at bedside, or through digital storage
Inability to supervise a barrier in 55%
64% of programs do not have a minimum number of studies required
73% are using a training simulator
50% use portfolio review
45% have fully developed feedback mechanisms, 64% receive feedback in real time at the bedside, 36% USB and/or digital archive
Assessment of competency
 Each learner should have a final assessment in image acquisition, interpretation, and clinical integration
 Method for continuing competence: image review sessions, lectures, etc.
44% have dedicated assessment for trainees
11% formal written exam, 33% OSCE