Students in the health care professions have routinely acquired training through didactic and clinical instruction. With increased demands on health care professionals in the clinical environment and more emphasis on patient safety, there is less opportunity for preceptors to clinically train students. 1-3 Teaching sonography is particularly challenging as students must achieve cognitive, affective, and psychomotor knowledge and skills. Knowledge of anatomy, physiology, pathology, physics, and patient care techniques are all important; however, learning to perform and achieve proficiency in sonography has unique challenges. Sonography is an operator-dependent modality requiring a significant amount of effort, faculty time, and equipment, and it has a substantial learning curve. New simulation technology is now available and has enabled viable options to supplement students' basic sonography training. While adoption of simulation is documented with regard to training pharmacists, 4 dentists, 4 nurses, 4,5 physicians' assistants, 6 medical students, physicians, 7 and allied health undergraduate level students, 8-10 there is a gap in the literature on the topic of simulation use within sonography educational programs. Simulation is not a new concept for training professionals. It has been used in aviation, spaceflight, nuclear power, and the military to provide enhanced training for 799347J DMXXX10.

The purpose of this study was to compare the disinfection rate of a laboratory environment before and after glow powder exposure and training of sonography students (n = 23) and establish if glow powder was an effective teaching technique for infection protection and control (IPC). Fourteen locations at four scanning stations were contaminated with glow powder, visible under ultraviolet light. Students were shown contaminated areas and debriefed on the importance of disinfection. This activity was repeated to ascertain effectiveness of the training. In total, 204 areas were examined for contamination. Observation 1 revealed 21 locations (30.8%), and observation 2 detected glow powder on 12 locations (17.6%). Overall decrease in contamination rate was 13%. The gel bottle was the most frequently contaminated. The curved 3.5-MHz transducer was consistently cleaned. Disinfectant spray, time gain compensation, bed, stool, screen, and handles of the machine remained contaminated. Students’ IPC increased significantly after glow powder training, and secondary spread was reduced by 16%.

Simulation allows educators to teach important skills outside the clinical environment. The objective of this study was to evaluate advantages of a testicular phantom scanning workshop in a sonography curriculum and ascertain if it is a beneficial teaching tool. Students participated in a workshop facilitated by registered sonographers using testicular phantoms and ultrasound machines. Students provided anonymous feedback. All participants found this activity helpful. Sixty-seven percent indicated that the phantom reflected a good representation of a real patient. Ninety percent indicated that scanning skills improved and the workshop positively affected their confidence in performing the examination. More than 90% reported greater confidence in describing the examination to a patient. Ninety-five percent reported increased knowledge of sonographic anatomy and identification of testicular structures. These sonography students perceived the testicular simulation workshop as a positive learning experience that increased confidence and skills in testicular scanning and as a viable tool for teaching testicular sonography.

Objective: The purpose of this study was to determine the current scope of practice of sonographers in the United States and ascertain if sonographers’ daily responsibilities align with the Society of Diagnostic Medical Sonography’s (SDMS) Sonographer’s Scope of Practice and Clinical Standards. Materials and Methods: A survey was disseminated to SDMS members and clinical sonographers with at least 5 years experience. The survey addressed demographics, education, certification, specialties practiced, job title, work environment, and scope of practice. Results: Of the 613 sonographers who responded, 90% were female and 10% male; the most common age group was 55–64 (36.7%). Most sonographers had a Bachelor’s or Associate’s degree. Eighty-three percent of respondents were White, 5.4% Hispanic, Latino, or Spanish origin, 3% Black or African American, and 3% Asian. While 63% of sonographers have read the SDMS Scope of Practice, 52% reported they perform tasks not included or addressed, in their job description. Many teach sonography in the workplace and provide oral and/or written preliminary impressions and diagnoses. Conclusion: There are regional differences in scope of practice and gender differences in place of employment and job title. Sonographers reported to practice within the SDMS parameters. The guidelines can be expanded to include educating health professionals in sonography and having an increased role in providing diagnoses.

College students may be indecisive in deciding on a major and may be interested in exploring the possibilities of a profession in healthcare. Advisors and students may not be familiar with the career opportunities and pathway to becoming a diagnostic medical sonographer. This article will briefly describe the profession of sonography, the role a sonographer plays in healthcare, a description of the curricular requirements, job outlook, and resources to learn more about the profession.