Establishing an Ultrasound Curriculum in Undergraduate Medical Education: How Much Time Does It Take?

Siegel-Richman, Yonaton; Kendall, John L.

doi:10.1002/jum.14371

Cited by 17 publications

(13 citation statements)

References 20 publications

(49 reference statements)

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“…An important question to be asked is how much time and effort are necessary to develop and implement such curricula. The University of Colorado School of Medicine aimed to address this issue by analyzing the time spent on teaching as well as types of instructors who contributed to their US curriculum 18 . They found that within an academic year, a combined total of 484 hours were spent teaching US to first‐ and second‐year medical students.…”

Section: Discussionmentioning

confidence: 99%

“…They found that within an academic year, a combined total of 484 hours were spent teaching US to first‐ and second‐year medical students. Most of the faculty who volunteered were from the fields of emergency medicine, family medicine, and radiology, and 1 instructor was needed for every 8 students 18 . In our institution, radiologists and radiology residents are actively involved in developing and teaching radiology and anatomy courses to medical students.…”

Section: Discussionmentioning

confidence: 99%

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Ultrasound Training in Radiology Residency Programs

Mansoori

Golnari

Sharifi

et al. 2020

J of Ultrasound Medicine

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Objectives Comprehensive training in ultrasound (US) imaging during radiology residency is crucial if radiologists are expected to maintain a substantial role in this widely used imaging modality. This study aimed to evaluate the current curriculum of US training among radiology residency programs across the country via a nationwide survey. Methods A 28‐question survey was distributed among all academic radiology departments in the United States and their radiology residents. The survey consisted of 4 sections: general demographic information, training information, clinical competency, and adequacy of training (perspective). The Student t test and 1‐way analyses of variance were performed to assess statistical significance. Results Overall, 256 residents from 32 states completed the questionnaire. Only 114 (45%) residents reported having a dedicated rotation for performing US studies. Although 228 (89%) of trainees believed they received adequate experience for interpreting US studies, only 66 (26%) of them had the same belief about performing them. Only 116 (45%) of the residents were comfortable operating the US machines in their departments. Higher years of residency training, having a dedicated rotation for performing US studies, and having more than 10 hours per year of didactic lectures and/or more than 5 hours per year of case conferences dedicated to US had a positive impact on the residents' clinical competency and perspective (all P < .05). Conclusions Most radiology residents do not feel confident in performing US examinations by themselves. However, higher clinical competency was reported in the residents who had dedicated rotations for performing US studies and received more hours of US lectures and case conferences throughout their residency.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Ultrasound Training in Radiology Residency Programs

Mansoori

Golnari

Sharifi

et al. 2020

J of Ultrasound Medicine

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“…Then they progress to practical skills sessions at the bedside or simulation environments to image specific anatomy [1][2][3][4]. While some authors note discussion of image production/ orientation, sonographic planes, and imaging/scanning techniques [5][6][7][8][9][10][11], these discussions do not allow for reproducible detail, nor do such concepts seem to be the isolated focus of a practical skills session. The psychomotor skills involved with obtaining a 2-dimensional ultrasound image and successfully creating a 3-dimensional conceptualization of the structure being scanned requires having both baseline knowledge of the images that are being sought, as well as an understanding of how transducer movement impacts the images produced [12].…”

Section: Introductionmentioning

confidence: 99%

Use of gelatin puzzle phantoms to teach medical students isolated ultrasound transducer movements and fundamental concepts

Maloney

Seidman²,

Zach³

et al. 2020

BMC Med Educ

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Background: Psychomotor skills related to the use of medical ultrasound are a fundamental, but often overlooked component of this ubiquitous medical imaging technology. Although discussions of image production/orientation, sonographic planes, and imaging/scanning techniques are common in existing literature, these discussions rarely address practical skills related to these basic concepts. The cognitive load of transducer movements and machine operation, in conjunction with learning the ultrasound representation of anatomy, may overwhelm a novice learner. Our goal was to develop and evaluate a set of ultrasound puzzle phantoms for students to use as they learn isolated, specific transducer movements and sonographic concepts. We intentionally created phantoms that contain objects that are likely familiar to students to reduce the cognitive load associated with simultaneously learning the ultrasound interpretation of anatomy. Methods: This preliminary evaluation of our novel, homemade, gelatin ultrasound puzzle phantoms was performed using pretests and posttests obtained by scanning an assessment phantom, and student questionnaires. Two phases of training and testing occurred with feedback from Phase 1 allowing for refinement of the puzzles and techniques for testing. Skills taught and evaluated included probe rotation, depth assessment, sliding, and tilting. Results: Twenty-eight students attended the Phase 1 training session with positive trends in students' abilities to use rotation, sliding, and tilting to answer questions, while only depth showed statistically significant improvements (p = 0.021). Overall students agreed the experience a productive use of time (86%), was beneficial (93%), and would recommend to others (93%). Fifteen (54%) students returned 3 months later. There was no significant decay in skills obtained from the prior training session. In Phase 2, 134 medical students participated, and 76 (57%) completed an online questionnaire. A majority of students agreed they had a better understanding of rotation (83%), depth (80%), sliding (88%) and tilting (55%). Similar to Phase 1, many students (75%) felt the experience was beneficial. Conclusions: This preliminary study gave us insight into student opinions, as well as information to guide future scalability and development of additional ultrasound puzzle phantoms to aid in medical student education of isolated transducer movements and sonographic concepts prior to imaging human anatomy.

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“…This as well as the CanMeds [5] demand qualified doctors to be capable of performing B-mode ultrasound examination in the case of emergency or less complex diseases. As a consequence, many universities now try to provide the bulk of bedside sonography training earlier, sometimes starting in the first year of undergraduate education [6][7][8][9]. Nevertheless, students' education regarding diagnostic abdominal ultrasound is insufficient [10].…”

Section: Introductionmentioning

confidence: 99%

Long-Term Knowledge Retention after Peer-Assisted Abdominal Ultrasound Teaching: Is PAL a Successful Model for Achieving Knowledge Retention?

et al. 2019

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Background Diagnostic ultrasound has a crucial importance in clinical settings, especially in intensive care medicine where bedside ultrasound has become indispensable. Medical students as well as residents therefore have a strong interest in learning this useful skill. Since staff resources are limited, more and more universities are using student tutors in a peer-assisted learning concept (PAL) to teach medical students early in their training. To date, there is very sparse data about knowledge retention after peer-assisted teaching. The aim of this study was to evaluate whether PAL is a suitable method for teaching complex skills like abdominal ultrasound and to evaluate whether students do achieve adequate long-term knowledge retention after peer-assisted teaching. Method A total of 40 volunteer 3rd to 5th year students were randomly assigned to a basic abdominal ultrasound course in small training groups of 5 persons each. Participants were evaluated using a pre-post-test design by a validated objective structured clinical examination (OSCE) before and immediately after the course. To measure the retention of knowledge, 15 former participants were randomly selected to repeat the OSCE assessment after one year. Results All groups showed a significant improvement in practical skills and knowledge gain after the training with mean values of 13.1 for pre-test compared to 83.5 (maximum 100 points) for post-test (p < 0.001). The overall score achieved after one year was 78.7 and did not significantly differ from the post-test result. Conclusion PAL is effective for teaching abdominal ultrasound. Students were able to accomplish a satisfactory level of ultrasound skills. We further demonstrated that PAL can assure long-term knowledge retention.

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Establishing an Ultrasound Curriculum in Undergraduate Medical Education: How Much Time Does It Take?

Abstract: We describe the number of hours and instructors required to implement an ultrasound curriculum for undergraduate medical education.

Cited by 17 publications

References 20 publications

Ultrasound Training in Radiology Residency Programs

Ultrasound Training in Radiology Residency Programs

Use of gelatin puzzle phantoms to teach medical students isolated ultrasound transducer movements and fundamental concepts

Long-Term Knowledge Retention after Peer-Assisted Abdominal Ultrasound Teaching: Is PAL a Successful Model for Achieving Knowledge Retention?

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