Diagnosis of an Arterial Embolus in a Cold Right Foot by Bedside Sonography

Aherne, Andrew; Mehta, Ninfa; Secko, Michael

doi:10.7863/ultra.33.11.2041

Cited by 1 publication

(1 citation statement)

References 7 publications

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“…It has also been noted that the inclusion of topics related to imaging techniques are now a necessity in medical education, as cross‐sectional imaging techniques (including CT and US), have become routine not only in diagnostics but also as an aid in many invasive procedures (Miles, ; Swamy and Searle, ; Fankhauser et al, ; Merolla et al, ), including insertion of central venous lines (Lamperti et al, ) and peripheral nerve blocks (Kent et al, ). Due to the increasing availability of portable ultrasound tools, sonography can now be used at the bedside and is considered a routine modality in diagnostic processes (Aherne et al, ; Unlüer and Karagöz, ). In many medical schools, anatomy is still one of the primary preclinical courses and is usually taught during the first year of the medical curriculum.…”

Section: Discussionmentioning

confidence: 99%

Bridging the gap between basic and clinical sciences: A description of a radiological anatomy course

Torres

Staśkiewicz

Lisiecka

et al. 2015

Anatomical Sciences Ed

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A wide variety of medical imaging techniques pervade modern medicine, and the changing portability and performance of tools like ultrasound imaging have brought these medical imaging techniques into the everyday practice of many specialties outside of radiology. However, proper interpretation of ultrasonographic and computed tomographic images requires the practitioner to not only hone certain technical skills, but to command an excellent knowledge of sectional anatomy and an understanding of the pathophysiology of the examined areas as well. Yet throughout many medical curricula there is often a large gap between traditional anatomy coursework and clinical training in imaging techniques. The authors present a radiological anatomy course developed to teach sectional anatomy with particular emphasis on ultrasonography and computed tomography, while incorporating elements of medical simulation. To assess students' overall opinions about the course and to examine its impact on their self-perceived improvement in their knowledge of radiological anatomy, anonymous evaluation questionnaires were provided to the students. The questionnaires were prepared using standard survey methods. A five-point Likert scale was applied to evaluate agreement with statements regarding the learning experience. The majority of students considered the course very useful and beneficial in terms of improving three-dimensional and cross-sectional knowledge of anatomy, as well as for developing practical skills in ultrasonography and computed tomography. The authors found that a small-group, hands-on teaching model in radiological anatomy was perceived as useful both by the students and the clinical teachers involved in their clinical education. In addition, the model was introduced using relatively few resources and only two faculty members. Anat Sci Educ 9: 295-303. © 2015 American Association of Anatomists.

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