Effects of simulation-based practice on focused assessment with sonography for trauma (FAST) window identification, acquisition, and diagnosis.

We compared the effects of simulator-based virtual ultrasound scanning practice with classroom-based ultrasound scanning practice on participants' knowledge of focused assessment with sonography for trauma (FAST) window quadrants and interpretation, and on participants' performance on live patient FAST examinations. Novices with little or no ultrasound training experience received simulation-based practice (n = 24) or classroom-based practice (n = 24). Participants who received simulation-based practice scored significantly higher on interpreting static images of FAST windows.

Evaluation and research for technology: not just playing around.

In virtually every part of American life, the development of usable skills and knowledge is essential. Documentation of performance is needed in order to demonstrate competency in school, to acquire and maintain employment, for career advances, and especially in areas where the cost of failure is unacceptable, such as in medicine, protective services, and the military. Technology has emerged as both a context for and a solution to educating the great numbers needing to learn and to expand their repertoires.