Integration of Ultrasound in Undergraduate Medical Education at the California Medical Schools: A Discussion of Common Challenges and Strategies From the UMeCali Experience (original) (raw)
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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...
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.
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.
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.
The ultrasound challenge: A novel approach to medical student ultrasound education
Journal of ultrasound in medicine: official journal of the American Institute of Ultrasound in Medicine
A Novel Approach to Medical Student Ultrasound Education he development of focused bedside ultrasound has provided a means for nontraditional imaging specialists to answer clinical questions. Focused ultrasound is considered the standard of care in many areas of medicine, including central venous cannulation 1 and trauma resuscitation. 2 Furthermore, ultrasound is becoming more popular in critical care fields to evaluate for global cardiac function, volume responsiveness, and abdominal aortic aneurysm screening and to answer a number of other clinical questions. The importance of ultrasound education in medical school training cannot be overstated. Many programs have developed methods to integrate ultrasound into medical education. 4-6 Medical school graduates are increasingly expected to demonstrate proficiency using ultrasound during residency. As a result, many believe that medical schools have a duty to provide an adequate level of ultrasound education to their students.
An integrated ultrasound curriculum (iUSC) for medical students: 4-year experience
Critical Ultrasound Journal, 2011
A review of the development and implementation of a 4-year medical student integrated ultrasound curriculum is presented. Multiple teaching and assessment modalities are discussed as well as results from testing and student surveys. Lessons learned while establishing the curriculum are summarized. It is concluded that ultrasound is a well received, valuable teaching tool across all 4 years of medical school, and students learn ultrasound well, and they feel their ultrasound experience enhances their medical education.
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
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.
European Journal of Trauma and Emergency Surgery, 2015
learners prefer blended learning where material can be reviewed online and personalize the education on their own time frame. This material combined with hands-on experience and mentorship can be used to develop learners' aptitude in ultrasound. Conclusions As educators embrace this ultrasound technology and integrate it throughout the medical education journey, collaboration across specialties will synthesize a clear path forward when needs and resources are paired with vision and a strategic plan.
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...