A two-cycle design-based research telementoring program for pediatric POCUS in Uganda using a portable ultrasound device with telementoring software¶
Design · All designs
Evidence · 4 claims (3 for, 1 mixed) · 2 studies (1 quant-synthesis, 1 design),q2· 0 of 2 report an effect size · 4 claims rest on one study
Description¶
The intervention comprised a two-week in-person POCUS course followed by recurrent, synchronous telementoring sessions using a portable ultrasound device (Philips Lumify™) with telementoring software via tablet (REACTS™). The tablet camera provided a vantage point for the mentor to assess hand and probe handling, and a pointer feature (green dot) allowed the mentor to overlay a pointer on the live ultrasound feed to support instruction and feedback. Twenty telementoring sessions took place (11 in cycle 1 and 9 in cycle 2), with cycle 2 adaptations including fortnightly scheduling, expanded practice beyond tuberculosis, and simplified standard operating procedures.
Design Implications¶
Context¶
Requirements¶
- A two-week in-person course was considered a necessary basis for continued remote training via telementoring, and a standard operating procedure described setting up the connection and acquiring, saving and reporting POCUS images.
Constraints¶
- Due to workload and time constraints, participation narrowed from twenty-four clinicians trained in person to five key users, of whom only two continued into the second cycle.
Target Learners¶
- Pediatricians, clinical officers, medical officers and nurses in resource-limited settings
Learning Goals¶
- Pediatric point-of-care ultrasound competency development (lung and mediastinal POCUS)
Claims¶
- There is a limit to adaptability and competency development via telementoring when task complexity is high: mediastinal POCUS was less responsive to telementored feedback than lung POCUS [~W]
- Effective telementoring requires trainees and mentors to actively cultivate situational and socio-cultural awareness beyond the POCUS probe [+W]
- Short-course PoCUS programs (≤4 h) show greater competency decline (median −11.8%) than long courses (>4 h; median −2.6%) [+W]
- PoCUS competency declines across all I-AIM domains over 1–12 months, with Acquisition showing the most pronounced decline (median −11.8%) [+W]
Related Designs¶
Examples¶
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Key Sources¶
- Humblet Martien H., Jacobs Esmee M. R., Bagenda Godfrey, Mujumbusi Lazaaro, Lingard Lorelei, Leroy Piet L. J. M., Van Mook Walther N. K. A., van den Brink Julia, Serres-Créixams Xavier, Nasinghe Emmanuel, Joloba Moses, Bijker Else M., Brouwer Emmaline. (2026). “Building the boat while sailing” – adapting towards telementoring literacy. BMC Medical Education. https://doi.org/10.1186/s12909-026-09641-6
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
telementored-pocus-dbr-program-uganda |
title |
A two-cycle design-based research telementoring program for pediatric POCUS in Uganda using a portable ultrasound device with telementoring software |
description |
The intervention comprised a two-week in-person POCUS course followed by recurrent, synchronous telementoring sessions using a portable ultrasound device (Philips Lumify™) with telementoring software via tablet (REACT... |
status |
review |
generated |
by process:settle-candidates on 2026-11-04 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — humblet-martien-h-2026 |
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