Comparison of a Multimedia Simulator to a Human Model for Teaching FAST Exam Image Interpretation and Image Acquisition

Damewood, Sara; Jeanmonod, Donald; Cadigan, B.

doi:10.1111/j.1553-2712.2011.01037.x

Cited by 41 publications

(54 citation statements)

References 23 publications

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“…Devices and simulators [104][105][106][107][108][109][110][111][112][113][114][115][116] The primary objective of these papers was to describe or evaluate ultrasound simulators (or 'phantoms') or devices adjunctive to the ultrasound machine itself. Ultrasound simulators are models of human anatomy designed to provide a means of practicing ultrasound skills where practice on a human is impractical, dangerous or unethical.…”

Section: Learning Category-incorporation Of Ultrasound Into Teaching mentioning

confidence: 99%

“…Ultrasound simulators are models of human anatomy designed to provide a means of practicing ultrasound skills where practice on a human is impractical, dangerous or unethical. Our search found studies that tested both commercially available simulators [104][105][106][107][108] and institutions that built their own simulators with varying degrees of complexity [109][110][111].…”

Section: Learning Category-incorporation Of Ultrasound Into Teaching mentioning

confidence: 99%

“…Three papers in this category used a randomised method in comparing simulators with live patients in the teaching of ultrasonography to medical students. Both Bentley et al [105] and Damewood et al [108] randomly allocated students to be taught the FAST scan using either a human model or a simulator; both groups of students were then evaluated in their ability to perform a FAST scan on a live patient, post-intervention. No significant difference in OSCE scores was found between the two groups in either study.…”

Section: Learning Category-incorporation Of Ultrasound Into Teaching mentioning

confidence: 99%

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A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

et al. 2017

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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.

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Section: Learning Category-incorporation Of Ultrasound Into Teaching mentioning

confidence: 99%

Section: Learning Category-incorporation Of Ultrasound Into Teaching mentioning

confidence: 99%

Section: Learning Category-incorporation Of Ultrasound Into Teaching mentioning

confidence: 99%

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A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

et al. 2017

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“…Six papers that met a priori criteria and had a mean rank of 6 were considered methodologically superior and are highlighted for review. 21,25,32,33,47,58 They are presented in alphabetical order by the surname of the first author.…”

Section: Resultsmentioning

confidence: 99%

Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2011

Fisher

Lin

Coates

et al. 2013

Academic Emergency Medicine

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Objectives: The objective was to critically appraise and highlight medical education research studies published in 2011 that were methodologically superior and whose outcomes were pertinent to teaching and education in emergency medicine (EM).Methods: A search of the English language literature in 2011 querying PubMed, Scopus, Education Resources Information Center (ERIC), and PsychInfo identified EM studies that used hypothesis-testing or observational investigations of educational interventions. Six reviewers independently ranked all publications based on 10 criteria, including four related to methodology, that were chosen a priori to standardize evaluation by reviewers. This method was used previously to appraise medical education published in 2008, 2009, and 2010.Results: Forty-eight educational research papers were identified. Comparing the literature of 2011 to that of 2008 through 2010, the number of published educational research papers meeting the criteria increased over time from 30, to 36, to 41, and now to 48. Five medical education research studies met the a priori criteria for inclusion as exemplary and are reviewed and summarized in this article. The number of funded studies remained fairly stable over the past 3 years, at 13 (2008), 16 (2009), 9 (2010), and 13 (2011). As in past years, research involving the use of technology accounted for almost half (n = 22) of the publications. Observational study designs accounted for 28 of the papers, while nine studies featured an experimental design.Conclusions: Forty-eight EM educational studies published in 2011 and meeting the criteria were identified. This critical appraisal reviews and highlights five studies that met a priori quality indicators. Current trends and common methodologic pitfalls in the 2011 papers are noted.ACADEMIC EMERGENCY MEDICINE 2013; 20:200-208 © 2013 by the Society for Academic Emergency Medicine L ike medicine itself, our understanding of medical education is constantly evolving. Medical education research attempts to provide an evidencebased approach to training the physicians of tomorrow. Publication of medical education research exposes educators to new educational theories, methods, and innovations that can be used to improve teaching, provide a foundation for future medical education research, and advance the field of medical education as a discipline. The execution of high-quality medical education research requires in-depth knowledge of educational theory, research methodology, and current educational needs and opportunities. Medical education research, which focuses on the scientific investigation and assessment of the effects of teaching and educational efforts, can often provide the explanation as to why success or

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“…These fall under the category of High Performance Learning Environments (Hi-Pe-LE) (3) which constitute a wide array of pedagogies of engagement (4) like Problem-Based Learning (PBL) (5), hands-on learning and experimental formats (6)(7)(8)(9)(10)(11), interaction-enhanced lectures (12), and multimedia-aided deliveries (13)(14)(15)(16). Multimedia learning is known to reduce cognitive load and thereby enhance learning (17)(18)(19)(20).…”

Section: Introductionmentioning

confidence: 99%