he creation of highly functional, durable, and low-cost ultrasound phantoms is an important part in the development of any ultrasound training program. Although ultimately falling short of the reference standard of using standardized patients for training purposes, gelatin-based phantoms are excellent substitutes in the early stages of ultrasound education. These phantoms can allow the early learner an opportunity to master the basic principles of sonography and knobology before moving on to, or in conjunction with, standardized patients or clinical situations. Objectives-The goal of this study was to investigate the durability and longevity of gelatin formulas for the production of staged ultrasound phantoms for education.Methods-Gelatin phantoms were prepared from Knox gelatin (Kraft Foods, Northfield, IL) and a standard 10%-by-mass ordinance gelatin solution. Phantoms were durability tested by compressing to a 2-cm depth until cracking was visible. Additionally, 16 containers with varying combinations of phenol, container type, and storage location were tested for longevity against desiccation and molding. Once formulation was determined, 4 stages of phantoms from novice to clinically relevant were poured, and clinicians with ultrasound training ranked them on a 7-point Likert scale based on task difficulty, phantom suitability, and fidelity.Results-On durability testing, the ballistic gelatin outperformed the Knox gelatin by more than 200 compressions. On longevity testing, gelatin with a 0.5% phenol concentration stored with a lid and refrigeration lasted longest, whereas containers without a lid had desiccation within 1 month, and those without phenol became moldy within 6 weeks. Ballistic gelatin was more expensive when buying in small quantities but was 7.4% less expensive when buying in bulk. The staged phantoms were deemed suitable for training, but clinicians did not consistently rank the phantoms in the intended order of 1 to 4 (44%).Conclusions-Refrigerated and sealed ballistic gelatin with phenol was a cost-effective method for creating in-house staged ultrasound phantoms suitable for large-scale ultrasound educational training needs. Clinician ranking of phantoms may be influenced by current training methods that favor biological tissue scanning as easier.
Integrating Ultrasonography into the Medical Student Anatomy Curriculum Shannon Kim, MD1, Craig Goodmurphy, PhD1, Jamie Cline , AAS 1Department of Anatomy and Pathology. Eastern Virginia Medical School (EVMS), Norfolk, VA INTRODUCTION Ultrasonography delivers rapid, non‐invasive, real‐time visualization of internal anatomy/pathology. There is a growing need for more exposure in undergraduate medical education as it becomes a common thread across medical specialties. The M1 Anatomy course is utilized as a platform for early ultrasound (US) exposure only at a small number of institutions [1]. OBJECTIVES To develop, implement, and assess the integration of US curriculum in M1 Anatomy. METHODS In 2012, EVMS obtained Institutional Review Board approval to initiate a vertically integrated US curriculum using the M1 Anatomy course as the initial platform for early US exposure. A combination of didactics, proctored hands‐on sessions, dedicated lab rotations, and usage of standardized patients and gelatin phantom trainers were utilized to teach six regionally‐based modules. Assessment was made with a pre‐ and post‐course test. RESULTS 146 students took the M1 Anatomy course. Average pre‐ and post‐course test scores were 27.19% and 67.8% respectively. CONCLUSIONS Students showed improvement in image recognition and acquisition, knowledge of US anatomy, and basic US machine functionality as noted in their post‐test scores. Using the M1 Anatomy course created logistical obstacles to be overcome: an already overloaded anatomy curriculum, faculty training, cost, and finding time to provide meaningful and repetitive learning opportunities for the students. REFERENCE 1. Afonso, N., Amponsah, D., et al. Adding New Tools to the Black Bag—Introduction of Ultrasound into the Physical Diagnosis Course. J Gen Intern Med. 2010 November; 25(11): 1248‐1252.
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