Does ultrasound education improve anatomy learning? Effects of the Parallel Ultrasound Hands-on (PUSH) undergraduate medicine course

Abstract

Background As ultrasound has become increasingly prominent in medicine, portable ultrasound is perceived as the visual stethoscope of the twenty-first century. Many studies have shown that exposing preclinical students to ultrasound training can increase their motivation and ultrasound competency. However, few studies have discussed the effect of ultrasound training on anatomy learning. Method The Parallel Ultrasound Hands-on (PUSH) course was designed to investigate whether or not ultrasonography training affects anatomy knowledge acquisition. The PUSH course included anatomical structures located in the chest and abdomen (target anatomy) and was conducted in parallel to the compulsory gross anatomy course. Learners (n = 140) voluntarily participated in this elective course (learners in the course before the midterm examination (Group 1, n = 69), or after the midterm examination (Group 2, n = 71)). Anatomy examination scores (written and laboratory tests) were utilized to compare the effects of the PUSH course. Result Group 1 obtained significantly higher written test scores on the midterm examination (mean difference [MD] = 1.5(7.6%), P = 0.014, Cohen’s d = 0.43). There was no significant difference in the final examination scores between the two groups (Written Test: MD = 0.3(1.6%), P = 0.472). In Laboratory test, both mid-term (MD:0.7(2.8%), P = 0.308) and final examination (MD:0.3(1.5%), P = 0.592) showed no significant difference between two groups. Students provided positive feedback in overall learning self-efficacy after the PUSH course (Mean = 3.68, SD = ±0.56 on a 5-point Likert scale). Learning self-efficacy in the cognitive domain was significantly higher than that in the affective domain (MD = 0.58; P < 0.001) and psychomotor domain (MD = 0.12; P = 0.011). Conclusion The PUSH course featured a hands-on learning design that empowered medical students to improve their anatomy learning.

“A Head Start or a Pain in the Neck?”—Establishment and Evaluation of a Video-Based “Hands-On” Head and Neck Ultrasound Course

“…Nevertheless, there is no objective structured clinical examination (OSCE) as a standardized practice-oriented examination for HANUS to date. The effectiveness of ultrasound training in student education has already been demonstrated in many ways [20]. In addition to a better anatomical understanding, the development of practical clinical skills is also promoted by increased motivation [21].…”

Inclusion of cross‐sectional and radiological images for better understanding of musculoskeletal anatomy and decreasing the risk of adverse events during dry needling in undergraduate physiotherapy students

“…Some feasible, accessible and cost‐effective resources 11 to enhance the anatomy education currently used in medical anatomy education are radiological images (i.e., magnetic resonance imaging (MRI), computed tomography (CT) and ultrasound (US) imaging) 12‐14 . The increasing interest of clinical images is not limited just for educative purposes, both the clinical and investigative capacities may also benefit 15 .…”

“…10 Some feasible, accessible and cost-effective resources 11 to enhance the anatomy education currently used in medical anatomy education are radiological images (i.e., magnetic resonance imaging (MRI), computed tomography (CT) and ultrasound (US) imaging). [12][13][14] The increasing interest of clinical images is not limited just for educative purposes, both the clinical and investigative capacities may also benefit. 15 However, the implementation of this resources in the physiotherapy curriculum is poorly evaluated in the literature, the COVID-19 pandemic also affected the radiology education limiting the case-based learning and reducing the access to ultrasound clinical skills sessions 16 and one of the main challenges for undergraduate students is the visualization and recognition of the anatomical disposition of musculoskeletal structures in these imaging methods.…”

Radiology for anatomy educators: Success of an online, 2‐day course for radiology training

“…The speed, availability, safety, and relatively low cost make it a perfect candidate for use in anatomy education 11,12 . In all imaging modalities, the increase of exposure to anatomical variations has also been shown as beneficial to students' learning anatomy through more realistic, not cut and dry “textbook” cases 13–17 …”

“…11,12 In all imaging modalities, the increase of exposure to anatomical variations has also been shown as beneficial to students' learning anatomy through more realistic, not cut and dry "textbook" cases. [13][14][15][16][17] Often, radiology is presented in person with hands-on activities. However, technological advancements and the displacement of students to virtual learning during the Covid-19 pandemic have moved radiology education online.…”