Reflections on the design of an ultrasound study program in medical undergraduate (original) (raw)
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EFSUMB Statement on Medical Student Education in Ultrasound [long version]
Ultrasound International Open, 2016
Certified radiologists must master this imaging modality while most of other medical specialists also perform ultrasound in their daily practice. The easy accessibility and increased utility indicate that all future physicians should have knowledge of ultrasound. However, its place in the curriculum of medical schools is currently very variable and has not been defined yet [8]. Medical student education is traditionally based on "classical" training methods such as presentations, courses and workshops. However, new technologies and web-based sources of information have opened novel educational applications in medical practice [8]. Various methods that are used in medical practice, especially imaging and surgical techniques, but also clinical and observational methods, may have educational value and are useful in student's education. Ultrasound scanning by students is among the most recently introduced subjects in the medical curriculum [9]. Some universities and authors have advocated that US can be effectively used to teach medical anatomy and physiology, not only for diagnostic imaging [10-13]. The ultrasound equipment may be used in order to generate
Medical Ultrasonography
Ultrasound is becoming a fundamental first-line diagnostic tool for most medical specialties and an innovative tool to teach anatomy, physiology and pathophysiology to undergraduate and graduate students. However, availability of structured training programs during medical school is lagging behind and many physicians still acquire all their ultrasound skills during postgraduate training.There is wide variation in medical student ultrasound education worldwide. Sharing successful educational strategies from early adopter medical schools and learning from leading education programs should advance the integration of ultrasound into the university medical school curricula. In this overview, we present current approaches and suggestions by ultrasound societies concerning medical student educa-tion throughout the world. Based on these examples, we formulate a consensus statement with suggestions on how to integrate ultrasound teaching into the preclinical and clinical medical curricula.
Benefits of a dedicated ultrasound education for medical students: A 3 year experience
MedEdPublish, 2019
Objective An accelerated ultrasound education curriculum was designed specifically for second-year medical students. Our goal was to effectively measure this teaching methodology and to assess the practicality of this concept. Materials and Methods After analyzing the existing ultrasound training for medical students, improvements were made to the existing curriculum for 2nd-year students that addressed the drawbacks in ultrasound education, including instrumentation, anatomy, and ultrasound-guided procedures. Prior to exposure to ultrasound education, all students participated in an anonymous quiz to determine and document their baseline knowledge. The ultrasound immersion week included; hands-on education and lectures. Students were divided into small groups with radiologists supervising ultrasound skills on standardized patients and intervention using phantom models. After the week-long exposure to radiology and ultrasound, students took a post-exposure assessment to evaluate their knowledge. Efficacy of the program was determined by comparing pre and post-exposure test results. Results Students from Cohort A and B had a 19% improvement, and Cohort C had a 39% improvement. Pre and Post immersion quiz analysis were validated with statistical testing with a p-value <0.01. A thorough analysis of all three years showed significant improvement among medical students. Conclusion The study proved that short, accelerated ultrasound education programs are effective in educating second-year medical students. By the standardized questionnaire, it also demonstrated that there is a significant impact in ultrasound knowledge among students through a week of focused education. Using homemade phantoms promoted
Integrating ultrasound into modern medical curricula
Clinical Anatomy, 2017
Introduction: Ultrasonography is widely practiced in many disciplines. It is becoming increasingly important to design well-structured curricula to introduce imaging to students during medical school. This review aims to analyze the literature for evidence of how ultrasonography has been incorporated into anatomy education in medical school curricula worldwide. Materials and methods: A literature search was conducted using multiple databases with the keywords: "Ultrasound OR Ultrasonographic examination*" AND "Medical student* OR Undergraduate teaching* OR Medical education*" AND "Anatomy* OR Living anatomy* OR Real-time anatomy*". Results: This review found that ultrasound curricula vary in stage of implementation, course length, number of sessions offered to students as well as staffing and additional course components. Most courses consisted of didactic lectures supplemented with demonstration sessions and/or hands-on ultrasound scanning sessions. The stage of course implementation tended to depend on the aim of the course; introductory courses were offered earlier in a student's career. Most courses improved student confidence and exam performance, and more junior students tended to benefit more from learning anatomy with ultrasound guidance rather than learning clinical examination skills. Students tended to prefer smaller groups when learning ultrasound to get more access to using the machines themselves. Conclusions: Ultrasonography is an important skill, which should be taught to medical students early in their careers as it facilitates anatomical education and is clinically relevant, though This article is protected by copyright. All rights reserved. 2 further objective research required to support the use of ultrasound education as a tool to improve clinical examination skills in medical students.
A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education
Medical science educator, 2017
Introduction Increasingly, medical schools are integrating Point of Care Ultrasound (POCUS) into their curricula. This review investigated the available literature on how best to integrate POCUS in the teaching of medical students and the benefits of doing so. Methods Given the heterogeneous literature that has emerged on POCUS education, a scoping review was conducted. Relevant medical databases, including PubMed, MEDLINE, PsycINFO, EMBASE and CINAHL, were searched between January 1980 and August 2016, using keywords identified by the authors. Inclusion criteria were as follows: prospective or retrospective studies, observational or intervention studies, and studies describing how medical students learn to use ultrasound. Results The literature search yielded 593 articles, of which 128 met the inclusion criteria. Studies that met the inclusion criteria were sub-categorised under the following headings: those that described or evaluated an ultrasound curriculum, those that employed ultrasound as a means of teaching another topic in the curriculum (i.e., anatomy, physical examination, physiology, invasive procedures), those that investigated the learning curve of ultrasound education and those that employed adjuncts or peer mentoring to teach ultrasound. Conclusions The reviewed literature indicates that the integration of ultrasound in undergraduate medical education is both feasible and beneficial to medical students. This article is intended to inform medical educators aiming to integrate ultrasound into their medical school curricula.
Medical Student Ultrasound Education: A WFUMB Position Paper, Part I
Ultrasound in Medicine & Biology
The introduction of ultrasound into medical student education is well underway in many locations around the world, but is still in its infancy or has yet to begin in others. Proper incorporation of ultrasound education into medical training requires planning and resources, both capital and human. In this article, we discuss the state of the art of ultrasound in medical education throughout the world, as well as various methodologies utilized to improve student education and to incorporate ultrasound into every facet of training. Experiences from various educational systems and available evidence regarding the impact of ultrasound education are summarized. Representing multiple societies and specialties throughout the world, we discuss established modern as well as novel education structures and different successful approaches.
National Ultrasound Curriculum for Medical Students
Ultrasound Quarterly, 2014
Ultrasound (US) is an extremely useful diagnostic imaging modality because of its real-time capability, noninvasiveness, portability, and relatively low cost. It carries none of the potential risks of ionizing radiation exposure or intravenous contrast administration. For these reasons, numerous medical specialties now rely on US not only for diagnosis and guidance for procedures, but also as an extension of the physical examination. In addition, many medical school educators recognize the usefulness of this technique as an aid to teaching anatomy, physiology, pathology, and physical diagnosis. Radiologists are especially interested in teaching medical students the appropriate use of US in clinical practice. Educators who recognize the power of this tool have sought to incorporate it into the medical school curriculum. The basic question that educators should ask themselves is: ''What should a student graduating from medical school know about US?'' To aid them in answering this question, US specialists from the Society of Radiologists in Ultrasound and the Alliance of Medical School Educators in Radiology have collaborated in the design of a US curriculum for medical students. The implementation of such a curriculum will vary from institution to institution, depending on the resources of the medical school and space in the overall curriculum. Two different examples of how US can be incorporated vertically or horizontally into a curriculum are described, along with an explanation as to how this curriculum satisfies the Accreditation Council for Graduate Medical Education competencies, modified for the education of our future physicians.
The evolution of an integrated ultrasound curriculum (iUSC) for medical students: 9-year experience
Critical ultrasound journal, 2015
Interest in ultrasound education in medical schools has increased dramatically in recent years as reflected in a marked increase in publications on the topic and growing attendance at international meetings on ultrasound education. In 2006, the University of South Carolina School of Medicine introduced an integrated ultrasound curriculum (iUSC) across all years of medical school. That curriculum has evolved significantly over the 9 years. A review of the curriculum is presented, including curricular content, methods of delivery of the content, student assessment, and program assessment. Lessons learned in implementing and expanding an integrated ultrasound curriculum are also presented as are thoughts on future directions of undergraduate ultrasound education. Ultrasound has proven to be a valuable active learning tool that can serve as a platform for integrating the medical student curriculum across many disciplines and clinical settings. It is also well-suited for a competency-bas...
The Ultrasound Journal
Objectives The purpose of this study is to provide expert consensus recommendations to establish a global ultrasound curriculum for undergraduate medical students. Methods 64 multi-disciplinary ultrasound experts from 16 countries, 50 multi-disciplinary ultrasound consultants, and 21 medical students and residents contributed to these recommendations. A modified Delphi consensus method was used that included a systematic literature search, evaluation of the quality of literature by the GRADE system, and the RAND appropriateness method for panel judgment and consensus decisions. The process included four in-person international discussion sessions and two rounds of online voting. Results A total of 332 consensus conference statements in four curricular domains were considered: (1) curricular scope (4 statements), (2) curricular rationale (10 statements), (3) curricular characteristics (14 statements), and (4) curricular content (304 statements). Of these 332 statements, 145 were reco...