Ultrasonography For Rheumatologists: The Development Of Specific Competency-Based Educational Outcomes

Andrew K Brown ^1*, Philip J O'Connor ², Trudie E Roberts ¹, Richard J Wakefield ¹, Zunaid Karim ¹ and Paul Emery ¹

¹ University of Leeds, United Kingdom
² Leeds General Infirmary, United Kingdom

^* To whom correspondence should be addressed. E-mail: andrewkbrown{at}ukonline.co.uk.

Accepted 13 September 2005

Abstract

Objective: A competency-based approach to the education of rheumatologists in musculoskeletal ultrasonography (MUS) ensures standards are documented, transparent, accountable and defensible with clear benefit to all stakeholders. Specific competency outcomes will facilitate informed development of a common curriculum and structured programme of training and assessment. We aimed to determine explicit competency-based learning outcomes for rheumatologists performing MUS.

Methods: International experts in MUS, satisfying specific selection criteria, were asked to define the minimum standards required by a rheumatologist to be judged competent in MUS. They reviewed 115 MUS skills, comprising bone and soft tissue pathology, in 7 joints regions of the upper and lower limbs, and rated their relative importance according to specific criteria. The data is presented as specific educational outcomes within designated competency categories.

Results: 57 expert MUS practitioners were identified and 35 took part in this study. 10 generic core competency outcomes were recognized including physics, anatomy, technique and interpretation. Regarding specific regional competencies, 53% (61/115) were considered 'must-know' core learning outcomes, largely comprising inflammatory joint/tendon/bone pathology and guided procedures; 45% (52/115) were required at an intermediate/advanced level (18/115 'should-know', 34/115 'could-know') and 2% (2/115) were deemed inappropriate/unnecessary for rheumatologist ultrasonographers. Conclusion: This is the first study to develop a competency model for the education of rheumatologists in MUS based on the evidence of international experts. We have defined a specific set of learning outcomes, which will facilitate future informed education and practice development and provide a blueprint for a structured rheumatology MUS curriculum and assessment process.

Keywords: competency, education, rheumatologist, training, ultrasonography

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