Development of the ultrasonography learning model for undergraduate medical students: A case study of the Faculty of Medicine, Burapha University

Limchareon, Sornsupha; Asawaworarit, Nattawat; Klinwichit, Wethaka; Dinchuthai, Pakaphun

doi:10.1016/j.jcma.2016.01.014

Cited by 9 publications

(11 citation statements)

References 28 publications

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“…120,121,124,128 Eight studies compared dedicated electives or boot-camps to standard training. 57,65,68,104,129,130,132 Five of these revealed better outcomes with electives. 68,104,129,130,132 In two separate studies, Jang et al 129,130 found that elective groups performed a threshold number of scans in a significantly shorter time frame, and had equivalent image acquisition and interpretation scores compared to standard training.…”

Section: Electives/boot-campsmentioning

confidence: 97%

“…57,65,68,104,129,130,132 Five of these revealed better outcomes with electives. 68,104,129,130,132 In two separate studies, Jang et al 129,130 found that elective groups performed a threshold number of scans in a significantly shorter time frame, and had equivalent image acquisition and interpretation scores compared to standard training. Maskatia et al 68 found that fellows trained in an intensive three-day "boot-camp" had superior image acquisition and interpretation scores than historical cohorts trained over a longer time.…”

Section: Electives/boot-campsmentioning

confidence: 97%

“…Dedicated electives and boot-camps were employed in 24 out of 421 studies (5.7%). 51,57,58,65,68,104,116,[120][121][122][123][124][125][126][127][128][129][130][131][132][133][134][135][136] All studies reported positive outcomes, including confidence, 51,68,104,120,122,123,[125][126][127]135 knowledge, 58,65,68,116,[120][121][122][123][124][125][126][127]129,130,132,[134][13...…”

Section: Electives/boot-campsmentioning

confidence: 99%

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Teaching Point-of-Care Ultrasound in Medicine

Moses

Weng

Orchanian‐Cheff

et al. 2020

Can Journ Gen Int Med

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Point-of-care ultrasound (POCUS) is an important tool for diagnosis and management across medical specialties. This scoping review consolidates POCUS education literature, examining how curricula are developed, implemented, and assessed. We identify literature gaps, explore directions for further research, and provide recommendations for curriculum development, implementation, and improvement. MethodsWe conducted a scoping review per the framework outlined by Arksey & O’Malley. A systematic search of the MEDLINE, EMBASE, Cochrane, ERIC, Web of Science, and Scopus databases was conducted to identify published, English language literature, on POCUS education in undergraduate or graduate medical training.ResultsOf 6,164 articles identified, 421 were analyzed in depth. Curricular content included diverse diagnostic and therapeutic applications, varying significantly by specialty. Teaching modalities included in-person didactics (74%), human models (58%), simulation (33%), and web-based didactics (18%). Several studies showed better outcomes for structured vs. apprenticeship curricula, hands-on teaching vs. didactic lectures, and human models vs. simulators. Web-based didactics were as effective as in-person didactics and conveyed benefits in reusability, cost, and instructor time. Dedicated electives and boot-camps were identified as effective. Few curricula assessed knowledge retention (5%), clinical decision making (3%), learner behavior (12%), or patient outcomes (6%). ConclusionScholarly POCUS education literature is expanding. Curricular content varies and should be tailored to specialty needs. Structured curricula utilizing hands-on learning, electives, and boot-camps can enhance educational outcomes. Higher-level outcomes such as knowledge retention, clinical decision making, learner behavior, and patient outcomes, are lacking and should be a focus of further researchResumeL’échographie au point de service (POCUS) est un outil important pour le diagnostic et la gestion dans toutes les spécialités médicales. Cette étude de portée consolide la littérature éducative POCUS, en examinant comment les programmes d’enseignement sont élaborés, mis en œuvre et évalués. Nous identifions les lacunes de la littérature, explorons les directions à prendre pour des recherches plus approfondies et fournissons des recommandations pour le développement, la mise en œuvre et l’amélioration des programmes d’enseignement. MéthodesNous avons procédé à un examen de portée conformément au cadre défini par Arksey & O’Malley. Une recherche systématique dans les bases de données MEDLINE, EMBASE, Cochrane, ERIC, Web of Science et Scopus a été effectuée afin d’identifier les publications en langue anglaise sur l’enseignement POCUS dans le cadre de la formation médicale de premier ou de deuxième cycle. RésultatsSur les 6 164 articles identifiés, 421 ont fait l’objet d’une analyse approfondie. Le contenu des programmes d’études comprenait diverses applications diagnostiques et thérapeutiques, variant considérablement selon les spécialités. Les modalités d’enseignement comprenaient la didactique en personne (74 %), les modèles humains (58 %), la simulation (33 %) et la didactique basée sur le web (18 %). Plusieurs études ont montré de meilleurs résultats pour les programmes structurés par rapport aux programmes d’apprentissage, l’enseignement pratique par rapport aux cours magistraux didactiques, et les modèles humains par rapport aux simulateurs. La didactique basée sur le web était aussi efficace que la didactique en personne et présentait des avantages en termes de réutilisation, de coût et de temps de l’instructeur. Les cours optionnels et les camps d’entraînement ont été jugés efficaces. Peu de programmes ont évalué la rétention des connaissances (5 %), la prise de décision clinique (3 %), le comportement des apprenants (12 %) ou les résultats pour les patients (6 %). ConclusionLa littérature éducative POCUS est en pleine expansion. Le contenu des programmes d’études varie et doit être adapté aux besoins spécifiques. Des programmes structurés utilisant un apprentissage pratique, des cours optionnels et des camps d’entraînement peuvent améliorer les résultats scolaires. Des résultats de plus haut niveau, tels que la rétention des connaissances, la prise de décision clinique, le comportement de l’apprenant et les résultats pour le patient, font défaut et devraient faire l’objet de recherches plus approfondies.

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Section: Electives/boot-campsmentioning

confidence: 97%

Section: Electives/boot-campsmentioning

confidence: 97%

Section: Electives/boot-campsmentioning

confidence: 99%

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Teaching Point-of-Care Ultrasound in Medicine

Moses

Weng

Orchanian‐Cheff

et al. 2020

Can Journ Gen Int Med

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“…We have been reported the effectiveness of a dedicated 2-week radiology rotation on the US image interpretation skill elsewhere. [ 11 ] In that study, the students who got better scores chose radiology rotation as an elective rotation, and selection bias was questioned. The present study confirms that either interested or noninterested students could get better scores if they received dedicated teaching.…”

Section: Discussionmentioning

confidence: 99%

“…Nevertheless, our previous study has shown that US experience has no impact on the US test score. [ 11 ] Our program offered to students are intended for interactive sessions, and thus, the number of students per rotation was limited. This type of education may not be established in some institutions where the radiologists are a shortage or have a greater number of students.…”

Section: Discussionmentioning

confidence: 99%

A single static breast model education of ultrasound skill in final year medical students of Burapha University

Limchareon

Kongprompsuk

2018

J Med Ultrasound

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Background:Ultrasound (US) is widely used among physicians. There has been no standardized curriculum in US for undergraduate medical students. This study aimed to assess the US image acquisition skill of final year medical students after adding 2 weeks dedicated radiology rotation.Methods:At our institution, there are two hospital affiliations. Two-week radiology rotation was added for the final-year students of one affiliation. These students had a chance to do the US in real-life clinical settings proctored by radiologists. At the end of the academic year, US image acquisition skill was assessed by objective structured clinical examination (OSCE) in students from both affiliations.Results:From 48-final-year medical students, 28 students finished the 2 week radiology rotation. OSCE mean score of the students who received radiology rotation was significantly higher than other groups with a score of 65.5 compared to 53.3, respectively (P = 0.006). The student background characteristics had no relationship with the OSCE score (P = 0.565).Conclusion:Results showed that exposure through a dedicated radiology rotation in only 2 weeks is helpful to improve the US skill of the medical students regardless of their background performances. Exposure to live patients is essential for students' experiences. OSCE can be used as a standardized assessment tool.

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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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Development of the ultrasonography learning model for undergraduate medical students: A case study of the Faculty of Medicine, Burapha University

Cited by 9 publications

References 28 publications

Teaching Point-of-Care Ultrasound in Medicine

Teaching Point-of-Care Ultrasound in Medicine

A single static breast model education of ultrasound skill in final year medical students of Burapha University

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

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