MED8300 : Point of Care Ultrasound for Interventional Nephrology
- Offered for Year: 2025/26
- Module Leader(s): Dr James Andrews
- Lecturer: Ms Kathia Fiaschi, Dr Rauri Clark, Dr Saeed Ahmed, Dr Shalabh Srivastava, Dr Sarah McCloskey
- Owning School: School of Medical Education
- Teaching Location: Mixed Location
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 15 |
| Semester 2 Credit Value: | 5 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
This module provides trainees with the underpinning theoretical knowledge required to perform point-of-care ultrasound (POCUS) procedures of relevance to the field of Interventional Nephrology and to establish a quality assured POCUS practice within the requisite governance framework.
Outline Of Syllabus
Introduction to Point of Care Ultrasound
History of ultrasound through to current day to contextualise advantages and disadvantages of ultrasound used in modern healthcare. Outlining the relevant regulatory bodies involved in point of care ultrasound use in the UK
Physics of ultrasound
Transducers and image formation
B-mode imaging
Doppler principles and applications in nephrology
Procedural ultrasound
Understand ultrasound image acquisition, optimisation and troubleshooting as it applies to performing native renal biopsies
Understand ultrasound image acquisition, optimisation and troubleshooting as it applies to performing transplant renal biopsies
Understand ultrasound image acquisition, optimisation and troubleshooting as it applies to performing central/ peripheral venous cannulation for vascular access
Understand ultrasound image acquisition, optimisation and troubleshooting as it applies to performing peritoneal dialysis catheter insertion
Ultrasound assessment of the AV fistula/ graft
Indications for ultrasound access assessment
AV fistula and graft anatomy
Strategic approach to access scanning
Identifying stenosis
Maturation assessment
Thrombosis
Pseudoaneurysm
Mapping access for needling sites
Governance and image reporting
Setting up a faculty for Point of Care Ultrasound
Developing a POCUS programme
Machine selection
Training and credentialing
Quality assurance, reporting and ongoing training
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 30 | 1:00 | 30:00 | Prep work for assessments |
| Guided Independent Study | Directed research and reading | 40 | 1:00 | 40:00 | Self-guided reading around lecture and workshop topics |
| Scheduled Learning And Teaching Activities | Workshops | 4 | 8:00 | 32:00 | 4 x 1 day PIP workshops including interactive teaching sessions to impart theoretical knowledge and workshop style sessions building on knowledge and including case based discussions and formative practice |
| Guided Independent Study | Reflective learning activity | 10 | 1:00 | 10:00 | Preparation of case studies, for discussion at workshop sessions |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 2 | 1:00 | 2:00 | Mandatory online surgery |
| Guided Independent Study | Independent study | 86 | 1:00 | 86:00 | Self-directed study |
| Total | 200:00 |
Teaching Rationale And Relationship
Within workshop sessions, teaching sessions will explain concepts and develop theoretical knowledge regarding the application of ultrasound within the specialism of interventional nephrology [LO 1,2, 3 ]. Workshops are also used to provide opportunity for interaction, discussions and clarification to support learning is selected areas based on case study examples [LO 2 & 3]. Formative practice is embedded into workshop sessions, through the answering of single best answer questions akin to those used in the summative assessment and consideration, selection and preparation of case study material for workshop group discussion.
Surgery sessions will promote student engagement in their learning and will provide them with the opportunity to come together as a group to discuss taught and clinical issues around the subject area of the module. Q & A sessions will allow students to discuss issues around their learning and seek advice from the programme team.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Digital Examination | 60 | 2 | M | 70 | In person Inspera multiple choice examination (MCQ) - 40 questions each carrying 1 mark |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Oral Presentation | 2 | M | 30 | Individual presentation, 10 mins presentation/5 mins questions and answers (In Person) |
Assessment Rationale And Relationship
The MCQ Single Best Answer style question examination provides an opportunity to assess the students acquisition of appropriate knowledge regarding the application of point of care ultrasound in relation to interventional nephrology. Elements of this computer based examination will require the interpretation of data provided as either still or moving images in a digital format.
The Oral Presentation offers opportunity for students to apply their knowledge and understanding in the context of the clinical setting by selecting an appropriate case study based on their clinical experience. The assessment tests students' knowledge and understanding of the module and also feeds formatively into the case study assessment in MED8302.
Students will also have the opportunity to submit a project progress written report that is complementary to the oral presentation and students are asked to produce a summary of their work so far in the standard format of a scientific report. It is in the style of an article submitted to peer reviewed academic journal. It should be submitted in Semester 2, be 2000 words (1800 words minimum and 2200 words maximum), it must include and abstract (150-200 words) and 10-20 relevant references (Vancouver style). The report tests students' knowledge and understanding of the module, academic writing skills, critical thinking and also feeds formatively into the case study assessment in MED8302. This report is optional and formative but offers an opportunity for students to gain feedback on their scientific writing skills in preparation for future publications and submission of the final written report as part of the MED8302 assessment.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- MED8300's Timetable