1.0 CME | 1.0 ABIM MOC

Up to 1.0 AMA PRA Category 1 Credit™ and
1.0 ABIM MOC Medical Knowledge point for eligible participants.

Course curriculum

    1. Welcome & How To Earn Credit

    2. Accreditation & Disclosures

    3. About This Course

    4. The continuing case: what everyone knows at the start

    1. 1.1 Before deciding who is right, notice what actually changed

    2. 1.2 What variability means in everyday echocardiography

    3. 1.3 The same number can be wrong for the same reason—or different reasons

    4. 1.4 Why LVOT diameter gives us such a powerful example

    5. 1.5 A severity threshold is important; it is not a substitute for judgment

    6. Takeaway Check 1 — Which conclusion does the group actually support?

    1. 2.1 The diagnostic pathway includes more than image acquisition

    2. 2.2 Acquisition: did the examination capture the highest aortic-jet velocity?

    3. 2.3 Acquisition and measurement can both affect LVOT VTI

    4. 2.4 Measurement technique: where did the LVOT caliper go?

    5. 2.5 Patient physiology: not every change comes from the sonographer

    6. 2.6 Interpretation: the numbers are not the entire diagnosis

    7. Takeaway Check 2 — The same Doppler number may conceal a missing acquisition

    1. 3.1 What a group peer-review exercise looks like

    2. 3.2 The same image, the same reader, and a new examination ask different questions

    3. 3.3 Why independent readings are useful

    4. 3.4 Why the cases selected matter

    5. 3.5 A result that cannot be measured is still information

    6. 3.6 Keep the measurement and the calculation together

    7. Takeaway Check 3 — What did this peer review actually test?

    1. 4.1 Read across the individual studies before assigning a group label

    2. 4.2 A group difference is a starting point, not an accusation

    3. 4.3 What the Duke reproducibility study teaches

    4. 4.4 Expert laboratories can disagree with one another

    5. 4.5 Agreement and accuracy are separate research questions

    6. 4.6 What makes a group review educational?

    7. Takeaway Check 4 — The group is consistent. Is the technique correct?

    1. 5.1 Discordance is a signal to examine the whole assessment

    2. 5.2 One LVOT measurement influences more than one calculated value

    3. 5.3 What if the highest Doppler velocity was never recorded?

    4. 5.4 Other measurements can shift calculated AVA in different directions

    5. 5.5 An additional measure may help without becoming a new “truth”

    6. 5.6 Discordance can be physiological, not merely technical

    7. 5.7 Serial studies add a new source of uncertainty

    8. Takeaway Check 5 — Two calculated values do not necessarily confirm each other

About this course

  • $25.00
  • 50 lessons

Purchase this course

Earn 1.0 CME credit for $25. This course is also available in a discounted three course collection.

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This course is included in the Continuous Quality Improvement (CQI) Series.
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