Observational studyWorld journal of emergency surgery : WJES2025
Online extended focused assessment with sonography for trauma (EFAST) course enhanced knowledge and perceived confidence among medical trainees during the COVID-19 pandemic disaster.
Observational study in World journal of emergency surgery : WJES, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The trial behind it
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Who cites it
4 citing papers in PubMed.
- The use and methodological reporting of large language models in qualitative research: a scoping review.BMC medical research methodology · 2026Article
- Exploring Student and Faculty Insights on Ultrasound Education for Final-Year Medical Students: A Qualitative Study.Advances in medical education and practice · 2026Article
- Point-of-care ultrasound (POCUS) diagnosis of rib fractures.World journal of emergency surgery : WJES · 2025Review
- Lunch box and fruits as a simulator for teaching basic physics of ultrasound: A mixed research methods study.World journal of emergency surgery : WJES · 2025Article
Corrections and comments
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Authors and funding
2 authors.
Funding
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Abstract
backgroundThe COVID-19 pandemic disrupted medical education worldwide, prompting the need for innovative e-learning solutions. This study evaluated the effectiveness of an online extended Focused Assessment with Sonography in Trauma (EFAST) course, delivered via the International Emergency Medicine Education Project's platform, to improve participants' knowledge and perceived confidence in EFAST procedure.
methodsA prospective observational study was conducted between May 17, 2020, and December 20, 2023. Pre- and post-course quizzes and surveys were used to assess participants' knowledge and confidence. Participant demographics, quiz scores, and survey responses were collected. Quantitative data were analysed using the Wilcoxon Signed-Rank test and Cohen's d to evaluate knowledge improvement and confidence changes. Thematic analysis of qualitative feedback was performed with the assistance of large language model AI tools for emerging themes.
results1758 participants enrolled in the course. From 111 countries, 1515 started the course, and 1190 (78.6%) reached the final exam stage, with 96.1% achieving a passing score. 66.4% indicated they had never attended a prior ultrasound course. Most (81.1%) were medical students, interns, or residents. 36.5% of participants were from low- or lower-middle-income countries. 1175 (77.6%) participants completed both the pre- and post-course formative knowledge quizzes. The median (IQR) scores were 53.3 (40.0-66.7) pre-course and 86.7 (73.3-93.3) post-course (p < 0.001, effect size: -0.958). 771 participants completed both pre- and post-course surveys. Participants' median (IQR) confidence in EFAST increased from 5 (3-7) to 8 (7-10) (p < 0.001, effect size: -0.844). Qualitative feedback showed that participants found the course practical, well-structured, and effective. They suggested improving video quality and simplifying content for clarity and engagement.
conclusionThe online EFAST course enhanced participants' knowledge and perceived confidence, demonstrating the potential of online clinical education during global crises.
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