Comparison of ultrasonography learning between distance teaching and traditional methodology. An educational systematic review

Abstract

INTRODUCTIONLearning is an event consisting of a goal, a training activity and an appraisal. 1 The aim is to have a total instructional experience, associated with the usual descriptors. 1 The method for acquiring further information is not merely a matter of obtaining data (surface learning); additionally, it involves the capacity to interpret it and feasibly do this. 2 One essential feature of the learning method relates to student motivation. 3 Student motivation involves mutual communications within ambient circumstances, actions and particular aspects of these. 3 This automated manner of learning develops when learners become self-aware administrators of their own motivation and performance, in order to reach the desired goals. 3 Fun is also a meaningful part of learning events and, perhaps, can be one of the principal components, with selfdetermination, towards achievement of problem-based learning within health-related teaching. 4 Undergraduate, postgraduate and continuing professional development studies compose medical education. 2 All trainees have their limitations, skills and decision-making capacity. 2 The job of mentors is to provide an atmosphere and resources within which any trainee can develop. 2There is a lack of formal teaching time in medical schools dedicated to interpretation of radiological images. 5 This situation is disappointing, given that imaging can be used as a dynamic teaching utility, to demonstrate anatomy, pathology and physiology. 5 Medical students develop the way they learn, but their progression does not always go from duality to multiplicity. 2Health-related teaching needs a diversity of elements, comprising institutional, visual, concrete and accurate knowledge. 6 Conventional health-related teaching includes use of books, speeches, pictures

Student ultrasound education – current views and controversies

“…It also has the advantage of a better connection between the student and the tutor and improvement of the tutor's ultrasound skills through teaching [30,31,32]. Several studies demonstrated similar performance of students taught via the peer-to-peer approach versus classic faculty teaching [9,33,34,35]. The classic approach of didactic presentations has the advantage that it can target large audiences, is an established methodology, does not need further funding from the university, and is appropriate, for instance, for teaching the fundamentals of ultrasound.…”

“…Incorporation of ultrasound education into medical schools has become a widespread trend worldwide [3,4]. This is reflected in a fast-growing body of literature [5] which is summarized by five meta-analyses and further scoping reviews [6,7,8,9,10,11,12]. Both the European Federation of Societies for Ultrasound in Medicine and Biology (EFSUMB) [4] and the World Federation of Ultrasound in Medicine and Biology (WFUMB) issued position papers suggesting "that ultrasound should be used systematically as an easily accessible and instructive educational tool in the curriculum of modern medical schools" [3,13].…”

“…In German-speaking countries, ultrasound is mainly performed by clinicians (clinical ultrasound "CLINUS") following the anamnesis (history taking) and clinical exam an approach that is gaining more attention. Clinical ultrasound has been called "point-of-care ultrasound" in many Anglo-American countries, as the ultrasound results combined with other clinical information during initial patient consultation can assist with the diagnosis and improve accuracy beyond the individual components [8,9]. In contrast, an alternative approach used in several countries is to perform ultrasound as a separate investigation by a radiologist or sonographer with only limited information about the clinical setting.…”