End-of-Residency Perspective on Early Ultrasound Education

Posted on May 31, 2022 by aium1952

I remember clearly the first day I ever held an ultrasound probe. It was my second week of medical school, I knew next to nothing about medicine, and my faculty member turns to me and enthusiastically says “oh look, you have a few thyroid cysts.” I, of course, immediately thought a few things. First, how many are there, how big are they, what do I need to do, could it be cancer, and why is the faculty member so nonchalant about this.

The next thing I thought was “what is a thyroid”.

After the initial and very clearly unnecessary panic was over, I thought to myself that it was very interesting we were scanning things before we were taught about them in class. Throughout my training, I have come to realize how lucky I was to get such early exposure to ultrasound training and teaching. At Eastern Virginia Medical School, ultrasound was integrated into all aspects of the curriculum. This started in anatomy lab, continued into our second-year courses in pathology, and was a crucial part of 3rd year rotations where each rotation had several portable ultrasounds for students to use to scan. In the Family Medicine clerkship, we were tasked with scanning multiple people for AAA, and on surgery, we had to get 5 images of cholelithiasis. By the 4^th year, faculty were using ultrasound to do procedural training and students were in the trauma bay performing FAST exams for the team. Although I thought this was the norm, I quickly found out on the interview trail that this experience separated me from a lot of my peers.

A selfie of a very young David sent to his clerkship director as proof he did his scans for the rotation.

In residency, we had a point-of-care or POCUS-centered curriculum. Although we all got the same instruction, I felt like my previous experience, and most of all my comfort with the probe, made me into the “ultrasound guy” of my program. While the immense clinical utility is not lost on any of my peers, the amount of time it takes to become comfortable just did not fit into the time constraints of residency.

While I do not think ultrasound can be filed under “you can’t teach an old dog new tricks,” I do strongly believe that integrating it into medical education early on is crucial for the future of medicine. Based on my conversations with colleagues at different schools and institutions, often, ultrasound training is saved for residents and fellows, and it really shouldn’t be. Although, this surely is based on several factors including class size, cost, requirement for specialization (eg, prenatal ultrasound for OB/GYN, MSK ultrasound for Sports Medicine and Orthopedics), and availability of sufficient machines.

One of the most frustrating things for me is the train of thought that imaging is ruining the art of the physical exam. While yes, many people will get a CT of their abdomen and pelvis in the ED, the dynamic and live view that ultrasound provides is invaluable in learning about anatomy. Multiple studies, including one that I have worked on, have shown that a longitudinal and integrated ultrasound curriculum improves procedural and physical exam skills. Many of these studies show that the biggest effect is when it is started early in training.

After being the confused MS1 who was freaking out about his thyroid cysts (which since have gone away by the way), and being slightly frustrated at the time that more work and learning was on my plate, it’s abundantly clear to me now that this is the direction that medical education needs to go. Every first-year medical student at every institution should have their hands on probes throughout their first year, especially while learning anatomy. My challenge to medical school leadership is to find a way to incorporate or expand on ultrasound in their curriculum. At first, your students will not be confident, and they will feel like they don’t know what they are doing, but it CAN and it WILL help in the long run. It certainly did for me.

David Neuberger, MD, is currently a 3^rd year Family Medicine Resident at Emory University in Atlanta, GA. He will be pursuing a Primary Care Sports Medicine fellowship at the University of Louisville this upcoming year and has a special interest in ultrasound and ultrasound education.

How I Brought Point-of-Care Ultrasound (POCUS) to My Family Medicine Department

Posted on April 19, 2022 by aium1952

As I demonstrate a handheld ultrasound (US) machine to the eager medical students in our clinical simulation laboratory today, I am struck by a vivid recollection of my own first time seeing a handheld US machine. I was a 4^th year medical student on an away rotation at a rural hospital in my home country of Peru. A visiting foreign obstetrician produced an amazing small machine, detecting fetal malposition when unsatisfied with palpation with Leopold’s maneuvers alone.

My fascination with the clinical utility of bedside US began that day and has continued through my move to US postgraduate training in family medicine, a geriatric medicine fellowship, academic faculty roles, the completion of an accredited POCUS fellowship, and right through to my current passion for growing POCUS use within family medicine practice.

I have learned so much along the way, have been helped by so many mentors and colleagues, that I write today to share my POCUS journey in the hopes that my story may be useful to others.

In 2018, I joined the department of Family Medicine at the University of Michigan in Ann Arbor (AAFP). The AAFP had recently released its novel POCUS curriculum guidelines for family medicine physicians, and the department was in search of a champion to lead the development of a POCUS program for our department. I was fortunate to be chosen for this role and over the intervening 3 years have had the privilege of working with several wonderful, enthusiastic colleagues across our department, our institution, and on a national scale through the AAFP’s POCUS interest group.

Early on in my role as POCUS champion, I realized that to be successful with this project, I was going to need a lot of help from a lot of people! My first stop (along a long journey) was to ask my department chair for time and resources. He readily obliged, providing me with the protected time to do an established accredited POCUS fellowship (which luckily was available through our emergency medicine department) and important administrative resources, which were also vital as we developed our program.

During my yearlong fellowship, I worked hard to become a clinical sonographer, educator, academic leader, and administrator in US. These newly acquired skills have been invaluable since assuming the role of Clinical US director for my department. There have been many challenges and administrative headaches—who knew that selecting and purchasing ultrasound machines could be so complicated?!?—but countless successes.

In terms of successes, we have defined minimum credentialing requirements for POCUS use, defined pathways for faculty interested in training in POCUS, and obtained hospital privileges for the same from our department. We have developed billing for our clinical POCUS use in ambulatory care as well as electronic health record order sets and templates for easy documentation. With regard to the POCUS curriculum that we initially set out to create, we now have a formal POCUS curriculum for family medicine residents as well as an intensive US track for residents interested in a more in-depth POCUS educational experience. Additionally, I am so excited that we will be welcoming our first Advanced Primary Care US fellow for a one-year fellowship this July.

It has not always been easy, but I have been so fortunate with wonderful supportive departmental leadership and fantastic emergency medicine colleagues who are always eager to help with advice on regulatory or administrative requirements. Developing the POCUS program for our department has taken a lot more time than I initially anticipated, and at times, the process has proved tedious. There certainly have been times when I have doubted if it has been worth the time and effort and doubted that colleagues share my vision for the potential POCUS offers for improving our patient care in family medicine or whether they see it as a burden, yet another thing to learn. However, the excitement I felt the first time I saw the handheld US those (many!) years ago in Peru, is reflected in the excitement I see in the faces of the medical students here in the clinical simulation lab today. This shared enthusiasm and passion for POCUS tells me that in the end, it truly will have been worth it.

An US track resident performing US as part of training.

Juana Nicoll Capizzano, MD, is a Clinical Assistant Professor and Clinical US Director of Family Medicine at Michigan University.

Interested in learning more about developing ultrasound education? Check out the following posts from the Scan:

Getting Sonography Students Hands-on Experience

Ultrasound Education in the Post-COVID Era

Sink or Swim? Modifying POCUS Medical Education Curriculum During Coronavirus Pandemic

Teaching Point-of-Care Ultrasound

Getting Sonography Students Hands-on Experience

Posted on January 25, 2022 by aium1952

As the Program Director of a Commission on Accreditation of Allied Health Education Programs (CAAHEP)-accredited General sonography program, I have a request for all OB/GYN practices. Please open your practice to accept sonography students. The future of the OB sonographer depends upon it.

If schools cannot provide graduates with good entry-level OB skills, there will not be enough sonographers to fill the OB sonography positions within private practices and this includes the MFM specialties.

Student rotations are down because the sonographers are too busy to allow students to scan. I have been given the following reasons why they are too busy:

Patients are scheduled every 30 minutes all day.
Work-ins are expected to be added daily into the already booked schedule
It is not uncommon for a single sonographer to perform 15–20 patients per day.
There are usually no breaks except for lunch, maybe.
Some practices have more than one sonographer but each performs the same amount of studies so there is no relief person to help out.

This type of scheduling (over-scheduling) sets up a whole new set of questions.

How long can one sonographer sustain such a schedule without suffering from burn-out and choose to leave employment?
How long can one sonographer sustain such a schedule without suffering from repetitive stress injuries that will force their retirement?
If sonographers are having to rush through studies to get all of the patients through, what are they missing?
What is the satisfaction level of the patient who feels they are on an assembly line when getting their sonogram? I do believe this is one reason many “peek-a-boo -see your baby” businesses are flourishing; OB patients want to experience fetal bonding with their families, time for which the private practice schedules do not allow. (“The AIUM advocates the responsible use of diagnostic ultrasound and strongly discourages the non-medical use of ultrasound for entertainment purposes.” See The Issue with Keepsake Ultrasounds for more information.)

Although there is value in observation, which the students may be allowed to do, nothing can replace a hands-on experience with supervision and instruction. And, yes, labs help, but the accrediting bodies require our students to scan patients not models.

For at least 2 decades, educators have struggled to find OB clinical sites that would allow their students to gain the scanning skills needed to complete their clinical competency exams, which are required for graduation. With no resolution in sight, even the Joint Review Committee on Education in Diagnostic Medical Sonography (JRC-DMS) and CAAHEP have recognized that some General accredited programs could not meet all the standards and, therefore, have now provided us a way to separate out the specialties. This allows for the deletion of the OB specialty from their accredited programs. This is a way for educators to deal with the problem of not being able to gain access to 2nd- and 3rd-trimester OB patients for their students, but it will ultimately be bad news for the OB community in general.

I believe the sonography community is an intelligent and creative group. We can find ways to integrate students into a busy environment. I actually have some clinical sites that do a very good job of it. I encourage you to think outside of the box and let’s get creative so that the schools will be able to provide qualified graduates when they are needed. If we don’t, we will begin seeing private OB “cross-training” on the job, again.

Is that what we really want? Comments, opinions, rebuttals, suggestions are encouraged and I look forward to reading them all.

Kathy A. Gill, MS, RT, RDMS, is a Program Director of the Institute of Ultrasound Diagnostics in Spanish Fort, Alabama. Kathy has been a Registered Diagnostic Medical Sonographer since 1977 and has been involved in sonography education for 30+ years.

Interested in learning more about ultrasound in medical education? Check out the following posts from the Scan:

POCUS in Primary Care: Advice for Incorporating Ultrasound into the Clinic

Posted on July 27, 2021 by aium1952

The utility of point-of-care ultrasound (POCUS) is readily apparent in a busy Emergency Department (ED) or Intensive Care Unit. Now, as healthcare in the U.S. changes and decentralizes, widespread POCUS in primary care is poised to show its value to medical systems in a way that will eclipse its impressive origins in hospitals. However, there are many reasons primary care ultrasound hasn’t taken off…yet. Among them is that effectively incorporating POCUS into a clinic can be hard work with many upfront challenges. The following is some advice on overcoming these challenges, focusing on 3 areas.

Determine your desired scope of practice and manage expectations
Get really good at POCUS
Optimize your clinic POCUS workflow

1. Determine your desired scope of practice and manage expectations

Learning to use ultrasound is very similar to learning a musical instrument—you don’t jump in with Chopin, you start off by playing Chopsticks or practicing chords. When determining their intended POCUS scope of practice, outpatient clinicians need to consider that the things they are most interested in doing right away might be some of the more technically demanding or challenging things to learn. Here are some good examples of common outpatient POCUS goals and more appropriate starting points for beginners:

Body Region	Aspirational POCUS Application	Appropriate POCUS Starting Point
Abdominal	Gallstones, Cirrhosis, Appendicitis	Ascites
Cardiac	LVH, Pulmonary Hypertension	Pericardial Effusion
Pulmonary	Pneumonia	Pleural Effusions and Pulmonary Edema
Musculoskeletal	Rotator Cuff Tears	Knee Effusion

Furthermore, even if you appropriately start small and easy, chances are you will at some point perceive that you are terrible. This is normal and experienced by many POCUS experts when they first started. Keep at it, and ensure you have a marathoner’s mindset; remember it’s no quick sprint and requires a stepwise approach. You can learn more about a specific approach to teaching and a framework for growing a POCUS skillset for generalists (PEARLS) by watching the AIUM webinar, “PEARLS: A Physical Exam with Pocket Sized Ultrasound for Routine Use,” here: https://youtu.be/ywuIeoEfG1I

2. Get really good at POCUS

Easy as that, right? Unfortunately, learning POCUS in the clinic is HARDER than learning POCUS in the hospital setting. The time constraints are just as bad as in the ED and, generally, the pathology is much less frequent and more subtle when present. Obtaining cardiac windows in the patient who can’t get out of their wheelchair or rollator let alone climb up to the exam table is not an uncommon circumstance. So how do you get really good under these circumstances? Three key interconnected principles dominate the philosophy we try to instill in our learners as part of our training:

Scan Routinely
Practice Deliberately
Track Your Experience (Build Your Portfolio)

Scan Routinely is probably the most controversial of these, and for me, also the most important. The routine performance of “educational” scans during residency, fellowship, or other training period is the bedrock for successful training and is generally accepted in the POCUS community. This allows one to practice deliberately and pursue a path towards mastery.

The number 1 biggest mistake I see in the early plateaued POCUS learner is they are only performing scans if they feel it is clinically indicated or they have a specific clinical question they expect POCUS to help them answer. If you are not routinely using POCUS you will likely not achieve or maintain the experience where your POCUS skillset will be clinically useful to you.

My threshold for incorporating ultrasound into my evaluation of patients is probably much lower than other POCUS users, and my experience has been that this has helped me tremendously. This experience has supported the perspective that POCUS should be viewed as a vital clinical skill to be perpetually maintained and improved upon, not a separate and distinct diagnostic test to be brought out only when patients fit into narrow predefined boxes.

Finally, even if you do not incorporate images into the EMR or bill for your exams (and there are many reasons why you should not do this early on), you should routinely save your images and build a portfolio. Committing your interpretations to a log, on paper or electronically, allows you to attain vital feedback through your longitudinal experience and patient follow-up. It also allows you to more easily seek expert mentorship, teach others, and can serve as inspiration if your motivation or progress seems to drop off.

3. Optimize your clinic POCUS workflow

Like many aspects of clinic, part of optimizing your POCUS workflow involves training your staff. In many ways, it helps to treat the POCUS device like the clinic EKG machine. If you know you will likely include POCUS because of the chief complaint (eg, dyspnea, flank pain, or lower extremity swelling) have staff put the patient in the most suitable room and ensure they are properly undressed/draped in advance. Train staff to be comfortable handling the device, cleaning it, and setting it up in the room with patient information entered in (if applicable). If you unexpectedly determine POCUS is needed during an encounter but setup is suboptimal, see another patient while the patient and room are prepared. Also, consider restructuring how you examine patients. Often time constraints do not permit the traditional order of history -> traditional examination -> ultrasound examination, and you will be more efficient by incorporating ultrasound sooner and blending history and pertinent traditional exam maneuvers along the way.

Finally, when first starting off, when incorporating routine scanning into your workflow, keep a narrow focus and a set time limit (<5 minutes). Don’t be shy about using an alarm on your phone to keep yourself honest. You may need to focus on obtaining a single high-quality view, and then add additional views as you’re able while still staying under time. Taking 20 minutes to perform POCUS in the middle of a packed clinic is another common mistake that can torpedo a workday and create negative associations that increase reluctance to practice and utilize POCUS.

Once you obtain some basic skills at POCUS and have a good clinic workflow, you’ll quickly get a few early saves and successes that enhance your dedication and propel you forward. Before long, you will wonder how you ever did without it!

Mike Wagner is looking to the camera while semi recumbent on a patient bed. He is holding an ultrasound transducer in his right hand and his pants leg has been pulled up to bare his knee. — Mike Wagner, MD, FACP, FAIUM, during a remote/virtual teaching session.

Mike Wagner, MD, FACP, FAIUM, is an Associate Professor of Medicine at the University of South Carolina School of Medicine in Greenville.

Want to learn more from Mike Wagner? Check out these resources from the American Institute of Ultrasound in Medicine:

On-demand webinar on YouTube: COVID-19: Advanced Applications of Lung Ultrasound: Viral Pneumonia and Acute Respiratory Distress Syndrome (ARDS)
Article in the Journal of Ultrasound in Medicine (JUM): A Primary Care Ultrasound Fellowship: Training for Clinical Practice and Future Educators
Article in the JUM: Prevalence and Scope of Point-of-Care Ultrasound Education in Internal Medicine, Pediatric, and Medicine-Pediatric Residency Programs in the United States

Ultrasound Education in the Post-COVID Era

Posted on June 15, 2021 by aium1952

In his book, The Innovator’s Dilemma, Clayton Christensen discusses the idea of disruptive technology. This market force that challenges industry norms can create new opportunities but also requires traditional market fixtures to adapt in order to maintain effectiveness.

Point-of-care Ultrasound (POCUS) has emerged as a disruptive technology in medical imaging. It relies heavily on education, both for new learners and also for those continuing to advance their knowledge base as skilled sonologists. As ultrasound technology improves and the scope of POCUS expands, two important facets of ultrasound education are collaboration and innovation.

Ultrasound has traditionally been confined to specific rooms within the house of medicine. However, POCUS has grown to include a variety of specialties. Emergency medicine, critical care, hospital medicine, outpatient clinics, and even surgical specialties have all benefitted from “Ultrasound First” and the diagnostic specificity of ultrasound. But just as every disruptive technology creates challenges for traditional users, the democratization of ultrasound has required new users and traditional imaging specialties to rethink the imaging paradigm.

Since each specialty (traditional or new adopter) comes to the table with a unique skillset and expertise, we benefit from collaboration. In the same way that a rising tide lifts all boats, cross-departmental collaboration allows for a broader understanding of the interplay between a patient’s anatomy, physiology, and ultrasound findings.

In our institution, we have sought to use ultrasound as a tool to build bridges between departments. We have brought sonologists from various specialties together to teach anatomy with ultrasound. We have brought our ED residents to the MICU to scan patients with known pathology and MICU fellows to the ED. We have conducted cross-departmental ED/Radiology case conferences discussing the use of bedside ultrasound and traditional imaging. In each of these examples, we have sought ways to build collaborative relationships with other departments and benefit from each other’s particular perspective and experience.

Ultrasound proficiency requires a firm foundation of both didactic knowledge and psychomotor skill. There is a significant interdependency between the classroom and the bedside. By restricting access to both spheres, COVID-19 has interrupted our normal way of living and educating and created a number of challenges to continuing ultrasound education. But, like a silver lining behind every dark cloud, the distance that COVID has created physically has drawn us together in unique ways. Distancing, occupancy limits, and virtual interactions have required us to reimagine ways of reaching learners.

A large part of our continuing ultrasound education is a regular ultrasound lecture series. Virtual education has allowed for more flexibility with attendance. Individuals who traditionally could not attend an in-person lecture due to time or geographical constraints can now participate. We previously included learners from various departments within our institution. However, with virtual lectures, we have included students, residents, fellows, and faculty from other institutions throughout our greater region.

In addition to increasing the participant base, virtual education has allowed us to tap into a broader faculty base. The traditional model of medical education relies on in-person lectures and didactic education. Virtual education opens opportunities to include regional, national, and international experts. Prior to COVID, a visiting lecturer would have to take time away from their personal practice and travel to a particular place. Now, a speaker can attend via Zoom or other platforms. This has allowed us to invite outside experts to our educational forum. And for faculty looking to build an educational portfolio and progress through the academic ranks, virtual education allows for junior faculty to gain experience as visiting lecturers.

As we emerge from the COVID era, I personally look forward to losing the masks, gathering together again, and seeing the word “virtual” used less ubiquitously in the English lexicon. But our imperative as ultrasound educators is to learn from the ways that COVID has changed our existing models for education and has caused us to adapt to new teaching methods. We should embrace the disruptive technologies of the past year and find ways to blend the advantages of cross-departmental, in-person learning with cross-institutional virtual education. To the extent that we are successful in this endeavor, we will find increased cohesion as a community, improved educational opportunities for our learners, and, ultimately, improved outcomes for our patients.

Matthew Tabbut, MD, FACEP, is Director of Emergency Ultrasound at MetroHealth Medical Center in Cleveland, Ohio.

Interested in learning more about POCUS? Check out the following posts from the Scan:

Sink or Swim? Modifying POCUS Medical Education Curriculum During the Coronavirus Pandemic

Posted on April 6, 2021 by aium1952

Modifying a point-of-care ultrasound (POCUS) medical education curriculum initially designed for 4-year matriculation into a 3-year experience is undoubtedly challenging. This 1-year shortening, combined with the added constraints of mandated social distancing guidelines of the coronavirus pandemic, caused us to search for concrete answers to these new directives that would lead us to either sink or swim in this new ocean of learning.

Claude Bernard, a 19th-century French physiologist, remarked that “it is what we think we know already that often prevents us from learning.” This educational concept was true with our efforts to modify a successful ultrasound in medical education curriculum and transform it into a case-based learning approach for a condensed 18-month pre-clerkship ultrasound curriculum.

How we had conducted ultrasound labs previously would have to be revisited, revised, and revamped to transform the curriculum successfully.

Planning began to modify the ultrasound curriculum for the 18-month pre-clerkship experience approximately 2 years before the pandemic was even on the horizon. In-person meetings were held with fellow faculty to discuss and debate the patient-centered learning course’s mission and goals and where the ultrasound curriculum would be housed. Our discussions took place with ease, and ideas for collaboration easily flowed. Plans were made for in-person, hands-on scanning where students scanned each other, volunteers, or standardized patients, without giving any thought to the physical contact.

There was no thought to the exam rooms’ square footage or how students would enter and exit the ultrasound center. Live introductory lectures at the onset of each lab were planned for 25–30 students to introduce the case and review the scanning techniques and logistics for each lab session. The planning included no discussion of online learning or simulated scanning for students from a remote location. Ultrasound instruction would proceed into the new curriculum with a slight modification to how ultrasound content had been previously delivered.

Then, while finalizing our plans for a start date of August 2020, all in-person instruction was suspended for our institution. It was mid-March, and we had a nearly solidified sketch of the ultrasound lab logistics and learning methods for the inaugural class of the 3-year medical school and the 18-month pre-clerkship curriculum.

Nevertheless, that suddenly changed, and the uncertainty of instructing anyone in-person to do any part of the curriculum was up for discussion. The faculty was mandated to work from home away from the ultrasound center with its hand-held systems, full-size ultrasound machines, and simulation capabilities. Student interactions were reduced to phone calls, emails, and video interactions within online course offerings as each student cohort was scattered throughout the 159 counties of our state.

Learning to conduct curriculum meetings through online platforms filled our days. Trying to accomplish fully online ultrasound electives with a plethora of students and revamp the new ultrasound curriculum within the changing coronavirus guidelines stayed on our minds as we struggled through the spring and early summer.

Nevertheless, we made it!

When the inaugural class of the new pre-clerkship curriculum began, we laid out a plan to keep students, staff, and faculty safe through the 3W’s: wearing a mask, watching physical distance, and hand washing.

Facilities management personnel had surveyed our ultrasound exam rooms and learning spaces and posted how many students could be in each room. Hand sanitation stations and masks were made available for students as they entered the ultrasound center. Signage and arrows were erected to direct students in and out of the ultrasound center in a one-way fashion. An online meeting platform was set up in each exam room for students to hear live instruction before beginning the lab. Instructors utilized a laser point at each room’s door to direct student scanning and maintain social distancing. Students used hand-held ultrasound equipment with image transfer capabilities to obtain images needed to complete their online case-based ultrasound assignments. Although these safety measures were not visualized in our early curriculum planning meetings, the ultrasound curriculum was successfully delivered!

While we did not meet the goal of remote hands-on ultrasound instruction for all ultrasound labs during the pandemic, we learned to conduct in-person ultrasound scanning labs safely and effectively within a new accelerated medical school curriculum. The constraints and trials of a global pandemic did not preclude us from putting aside what we already knew and navigating a new course into the future!

Rebecca J. Etheridge, EdD, RDMS, is an assistant professor at the Medical College of Georgia at Augusta University.

Interested in learning more about ultrasound education? Check out the following posts from the Scan:

A Loss of Great Magnitude

Posted on October 20, 2020 by aium1952

Good-bye, Harvey Leonard Nisenbaum, MD

Head shot of Harvey Leonard Nisenbaum, MD, FACR, FAIUM, FSRU.

We have lost a leading expert in ultrasound education, AIUM Past President, Harvey Leonard Nisenbaum, MD, FACR, FAIUM, FSRU, who died on October 8, 2020.

Dr Nisenbaum was a leader in the field of ultrasound even just out of school, when, after completing his residency in diagnostic radiology at Montefiore Medical Center in the Bronx, New York, he became a lieutenant commander in the U.S. Navy and served as the director of ultrasound at the former Naval Regional Medical Center in Philadelphia until 1976. That is when he joined the faculty of Albert Einstein Medical Center in Philadelphia, where he became the head of the Ultrasound section, acting chairman of Einstein’s Department of Radiology, and president of the medical center’s staff.

Dr Nisenbaum couldn’t help but share what he knew to encourage the next generation of ultrasound advocates. And, in 1993, enabling him to connect with more students, he moved on to the Department of Radiology at the University of Pennsylvania Perelman School of Medicine and, ultimately, chairman of the Department of Medical Imaging at Penn Presbyterian Medical Center (PPMC) from 2001 to 2018 and Emeritus Associate Professor CE of Radiology.

“Under his leadership, the Department introduced tremendous scientific advances in Medical Imaging into clinical practice and greatly expanded its contribution to the hospital’s mission.”
— Penn Presbyterian Medical Center

To honor his legacy, they will award the Harvey Nisenbaum Award for Medical Imaging Research at PPMC for the first time in 2021, which Dr Nisenbaum learned of before his passing. The award will recognize medical students, residents, and fellows who continue his legacy at the Department of Medical Imaging by creating new scientific intelligence through research. He had also earned a Special Dean’s Award for his help in developing and implementing the ultrasound curriculum for the Perelman School of Medicine.

Dr Nisenbaum was an active volunteer, he served on numerous committees, both at his hospital and for the many societies and organizations to which he was a member, including the American Institute of Ultrasound in Medicine (AIUM), which he joined in 1975. By 2009, he became President of the AIUM. During his tenure, donations to the Endowment for Education and Research to increased significantly, AIUM membership grew by 11%, and the online Career Center was launched as a new member benefit. Dr Nisenbaum was awarded the AIUM Presidential Recognition Award (twice; in 2006 and in 2012), and the Peter H. Arger, MD, Excellence in Medical Student Education Award (2020), which honors an individual whose outstanding contributions to the development of medical ultrasound education warrant special merit. Dr Nisenbaum earned this award for being instrumental in incorporating ultrasound into medical school curricula.

The Society of Ultrasound in Medical Education (SUSME), presented Dr Nisenbaum with the SUSME Legacy Award in 2013 for his outstanding contributions to ultrasound education. He served as president of the World Federation for Ultrasound in Medicine and Biology (WFUMB; 2015–2017), during which time 3 Centers of Education were created, in Paraguay, Moldova, and Sudan. Following his presidency, in 2018, he took a year-long sabbatical to volunteer even more of his time organizing projects to bring ultrasound to underserved countries.

In addition to these worldwide contributions, Dr Nisenbaum was also a past-president of the Pennsylvania Radiological Society, the Philadelphia Roentgen Ray Society, and the Greater Delaware Valley Ultrasound Society.

Dr Nisenbaum’s enthusiasm for ultrasound education along with his vast well of ultrasound knowledge and his willingness to share it have influenced countless students, physicians, and other medical professionals. He will be sorely missed.

Hey, Ultrasound! What Did I Do Without You?

Posted on May 5, 2020 by aium1952

I trained as a physiatrist, which means a great deal of education on musculoskeletal conditions. Over the course of my residency training, I became more and more comfortable with bony and soft tissue landmarks for examination and targeting various joints, nerves, and tendons for therapeutic injections. As I was supervised by attendings, and carefully followed their instructions, there was no doubt in my mind that the tip of my needle was at the target intended. Why would I doubt a common practice that has been in existence for several decades? Mostoufi

As I started my fellowship in spine/pain/musculoskeletal care, I found the love of my life, the fluoroscope!! Here, I had access to a tool that made life incredibly easy. I actually could visualize my targeted hip, shoulder, or facet joint, and inject some contrast to identify the needle tip within my target. I could precisely deliver therapeutic medications to a particular nerve root, and even identify vascular uptake and avoid procedural complications.

It was then and there that I realized that there were substantial shortcomings in what I learned as “landmark-based injections”. I realized that even though I had learned the proper “blind” procedure technique, there was no confirmation that my medication had reached its intended target. More importantly, if my patient did not respond to the procedure, I could not differentiate between a medical condition that was not responsive to the treatment versus shortcomings of un-guided procedures and inadequate delivery of medications to the targeted tissue/joint. For 12 years, I confidently treated thousands of patients by performing spine and musculoskeletal injections using my fluoroscope. I enjoyed using my C-arm, and life was pretty good.

In 2011, while attending a PM&R national conference, I sat through a 15-minute presentation on overdiagnosis of trochanteric bursitis. The speaker eloquently described fluoroscopic-guided bursa injection. This was something that I did on a regular basis as a diagnostic step. He then used ultrasound (US) images to demonstrate a few cases of gluteus medius tendinopathy and also trochanteric bursitis and how US can be superior to X-ray in therapeutic sub-gluteus maximus bursa injection. While sitting and listening, I recognized that it was virtually impossible to press against the lateral trochanter and be accurate about the diagnosis. It is also not possible to use fluoroscopy and be sure that the steroid or regenerative treatments are correctly delivered to sub-gluteus maximus bursa.

Remembering how helpful fluoroscope was to identify particular bony landmarks and assist with the proper treatment of spine and joint disease, here I was discovering a new tool that can enhance diagnostic and therapeutic skills in musculoskeletal care in particular soft tissue disease (nerves, muscles, tendons). This meant a fundamental change in the way I was going to treat patients but also a change in how I train the next generations of Physiatrists, coming through our residency program.

Fig 3a Fig 3b

Learning to use the US, and incorporating it into the practice was much harder than I envisioned and also very expensive. At the time, there were limited well-structured educational resources available, and the learning curve was quite steep. As I was learning, I had to beg (or pay) my kids to become my scanning subjects!!

In contrast to a fluoroscope, it is nearly impossible to recognize an abnormal structure on the US unless you are comfortable with the normal anatomy. With a ton of hands-on workshops, mentorship, practice, and with assistance from my new found love of ultrasound machine, and guidelines from the AIUM, ultrasound has become easier and more enjoyable!! The abnormal findings became more clear and treatments more effective. In this process, I found out that patients enjoy looking at the US screen and being explained about finding on a screen full of gray, gray, and grayer lines and curves.

US has transformed how physiatrists practice and teach musculoskeletal medicine. Point-of-care US imaging allows for the residents and fellows to visualize various organs or structures within an organ, recognize healthy and diseased tissue, and diagnose the problem on the spot. This, in turn, will lead to a quick and targeted treatment and satisfied patients.

Examples of musculoskeletal (MSK) conditions that US has proven to be an effective tool to workup or treat includes rotator cuff and biceps tendinopathy, small or large joint injections, upper extremity nerve entrapments, muscle and tendon tears, peripheral nerve lesions, carpal tunnel syndrome (CTS), intersection syndromes, trigger fingers, plantar fasciitis, piriformis and sciatic complaints, treatments of bursitis or tenosynovitis, iliotibial (IT) band treatment, ischiofemoral impingement, and many diagnoses for which dynamic testing proves to be beneficial.

Fig 6

Despite its cost and extensive training/certification needs, utilization of US in MSK care is predicted to be a standard of care in the next 5–10 years. As more and more practitioners are trained, its use for diagnostic or therapeutic purposes will become the norm.

Fig 7a Fig 7b

I still love my fluoroscope and prefer its use in most spine procedures. Adding US has revolutionized my practice and allows me to be a better diagnostician, a better MSK doctor and a better educator for both my patients as well as future providers that come after me. In short, US has been a game-changer.

Ali Mostoufi, MD, FAAPMR, FAAPM, is an Assistant Prof. in PM&R at Tufts University, and the president of New England Spine Care Associates (NeSpineCare.com) and Boston Regenerative Medicine (BostonRegen.com). As a spine and sports medicine practitioner, his clinical practice focuses on Interventional Spine, Diagnostic US, US-based therapeutic interventions and Regenerative Medicine in spine and sports.

Interested in reading more about musculoskeletal ultrasound? Check out the following posts from the Scan:

Ultrasound-Guided Musculoskeletal Injections by Bryant Walrod, MD, CAQSM
A Future Career Path for the MSK Sonographer by Alan Solomon, MD
Ultrasound Set to Transform Occupational Medicine by Yusef Sayeed, MD, MPH, MEng, CPH
Interdisciplinary Education and Training in MSK Ultrasound by Yusef Sayeed, MD, MPH, MEng, CPH
A Major Boon for Physical Therapy by Colin Thomas Rigney, PT, DPT, OCS, RMSK

Comment below, or, AIUM members, continue the conversation on Connect, the AIUM’s online community to share your experience.

The Personal Touch: The importance of human interactions in ultrasound

Posted on March 24, 2020 by aium1952

As I write this, the novel coronavirus COVID-19 is spreading across the globe, inciting fear and anxiety. Aside from frequent hand-washing and other routine precautions, many leaders, officials, and bloggers are advocating for limiting person-to-person contact. This has resulted in cancelation of many professional society meetings, sporting events, and social gatherings, and has stimulated new conversations regarding working from home and virtual meetings. Although these suggestions have many clear benefits (such as the decreased burden of commuting; limiting the spread of infection), there are additional reports describing the impact loss of face-to-face interactions may have on job satisfaction, workflow efficiency, and quality. Fetzer-David-14-2

The current practice of medicine, more than ever, relies on a team approach. No one individual has the time, knowledge, or experience to tackle all aspects of an individual’s care. No one is an island. Unlike many television shows that highlight a single physician performing everything from brain surgery to infectious disease testing, the reality is that we each rely on countless other members of the healthcare team. That practice of medical imaging, ultrasound, in particular, is no different. Whether we work in a radiology, cardiology or vascular, or obstetrical/gynecology practice, the team, and more importantly the relationship between team members, is paramount to an effective and impactful practice.

As a radiologist in a busy academic center, I rely on and value my personal relationship with my team of 50+ sonographers. These relationships have been facilitated by day-to-day, face-to-face interactions, allowing me to get to know the person behind the ultrasound images. These interactions foster an environment of trust. For my most experienced sonographers, my implicit trust ultimately leads to fast, efficient and precise exam interpretations, while for sonographers I rarely work with, my index of suspicion regarding a finding is naturally heightened, impacting my confidence in my diagnosis and thus affecting my interpretation, and ultimately how my report drives patient care.

The trust goes both ways: a strong relationship also fosters honest communication whereby sonographers can come to me with questions or concerns regarding exam appropriateness, adjustments to imaging protocols, and the relevance of a specific imaging finding. The direct interaction provides an opportunity for sonographers, new and experienced, to be provided immediate direct feedback regarding their study—they can learn from me, and often I from them, making us all that much better at the end of the workday.

In addition to trust, open communication allows for users of ultrasound to take advantage of one of the key differentiating features of ultrasound compared to other modalities: the dynamic, real-time nature of image acquisition. Protocol variations can be discussed on-the-fly. Preliminary findings can be shared with the interpreter, and additional images can be obtained immediately, without having to rely on call-backs, inaccurate reports, and reliance of follow up imaging (often by other modalities). This ultimately enhances patient care and decreases healthcare costs. In our practice, we have the ability to add contrast-enhanced ultrasound for an incidental finding, allowing us to make definitive diagnoses immediately, without having to recommend a CT or MRI—this would not be possible if it were not for a personalized checkout process.

We continue to hear about changes in ultrasound workflow across the country: sonographers and physicians, small groups and large, academic and private practices have all considered or have already implemented changes that minimize the communication between sonographer and study interpreter. This places more responsibility on the sonographer to function independently, and minimizes or even eliminates the opportunities for quality control and education. Sonographer notes and worksheets, and electronic QA systems, are poor substitutes for the often more nuanced human interaction. In my experience, these personal encounters enhance job satisfaction, and the lack of it risks stagnating learning and personal drive. There have been many sonographers that have left local practices to join our medical center specifically to take advantage of the sonographer-radiologist interaction we continue to nurture.

Some elements driving these transformations are difficult to change: growing numbers of patients; increasing reliance on medical imaging; medical group consolidation; etc. Many changes to sonographer workflow have been fueled by a focus on efficiency (decreasing scan time, improving modality turn-around times, etc.). Unfortunately, these changes have been made with little regard to how limiting team member communication impacts examination quality, job satisfaction, and patient outcomes; for those of you in a position to address workflow changes, consider these factors. For sonographers yearning for this relationship, do not be afraid to reach out to your colleagues and supervising physicians—ask questions, be curious, and engage with them. Nearly everyone appreciates a human interaction, and even the toughest personality can be cracked with a smile and some persistence. In the end, it is the human interactions and the open and honest communication that not only make us better healthcare providers but happier and healthier human beings.

David Fetzer, MD, is an assistant professor in the Abdominal Imaging Division, as well as is the Medical Director of Ultrasound in the Department of Radiology at the UT Southwestern Medical Center.

Interested in reading more about communication? Check out the following posts from the Scan:

POCUS in Pediatrics, by Alyssa Abo, MD, FAAP, FACEP
Women in Ultrasound Leadership: Seeing the Future, by Renee Dversdal, MD, FACP
Training and Integrating Sonographers via Dedicated Preceptors, by Will Lindsley, RDMS (FE, OBGYN, AB), RVT
Sonographers and Contrast-Enhanced Ultrasound, by Corinne Wessner BS, RDMS, RVT

The Best of the Scan, 5 Years in the Making

Posted on February 11, 2020 by aium1952

The Scan has been a home for all things ultrasound, from accreditation to zoos, since its debut 5 years ago, on February 6, 2015.

In its first 5 years, the Scan has seen exponential growth, in large part due to the hard work of our 110 writers, who have volunteered their time to provide the 134 posts that are available on this anniversary. And it all began with Why Not Start? by Peter Magnuson, the AIUM’s Director of Communications and Member Services, who spearheaded the blog’s development.

In honor of this 5^th Anniversary, here are some of your favorites: