Increasing Recognition of Fetal Heart Anatomy Using Online Tutorials and Mastery Learning Compared With Classroom Instructional Methods

Scott, Ted; Thomas, Laura; Edwards, Keith; Jones, Judy; Swan, Hans; Wessels, Andrew

doi:10.1177/8756479313517297

Cited by 2 publications

(3 citation statements)

References 13 publications

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“…Docherty et al 22 investigated a clinic‐based paired learning exercise with qualified and trainee sonographers, while Scott et al 23 reported the comparison of face‐to‐face versus online instruction (lectures and tutorials). The challenging issue of integrating students into the clinical environment was addressed by Docherty, 22 and the ‘equivalency’ of online instruction was addressed by Scott 23 . Both articles indicate that learning was enhanced via their activity (although both studies include only modest participant numbers).…”

Section: Resultsmentioning

confidence: 99%

“…Overview: Group 1. Docherty et al 22 investigated a clinic-based paired learning exercise with qualified and trainee sonographers, while Scott et al 23 reported the comparison of face-to-face versus online instruction (lectures and tutorials). The challenging issue of integrating…”

Section: Initial Trainingmentioning

confidence: 99%

“…students into the clinical environment was addressed by Docherty, 22 and the 'equivalency' of online instruction was addressed by Scott. 23 Both articles indicate that learning was enhanced via their activity (although both studies include only modest participant numbers).…”

Section: Initial Trainingmentioning

confidence: 99%

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Sonographic imaging education for sonographers versus health professionals: A literature review

Stoodley,

Mason

2024

Sonography

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BackgroundSonographers are tertiary qualified health professionals who acquire, measure, and interpret diagnostic ultrasound images. Ultrasound is also used by many health professionals other than sonographers. As the imaging objectives of these two groups differs, and in the interest of enhancing education, we performed a literature review.MethodResearch questions drove the literature search that initially yielded >4,000 articles: subject and theme relevance checks reduced this to a final selection of 44. Based on dominant themes within articles, the final 44 were placed into 7 categories, 3 in ‘skills development’ and 4 in ‘educational methods’ domains. In each category, articles were grouped by research participant type: 1. Sonographer or 2. Health Professional, and citation frequency used to measure impact.ResultSix sonographer‐focused and 16 health professional focused articles were assigned to the skills development domain. The highest impact sonographer‐focused article emphasised psychomotor skills for optimal development, the highest impact health professional focused article centered on rapid image acquisition and interpretation. Six sonographer‐focused and 16 health professional focused articles were assigned to the educational methods domain. The highest impact sonographer‐focused article identified a limitation of high‐fidelity simulators, the highest impact health professional focused article cited a limitation of education delivery.ConclusionDifferent sonographic imaging skills and educational methods are used for sonographers and health professionals. Sonographers utilise a wide range of imaging skills: teaching methods should be tailored accordingly. Health professionals rely on condensed imaging skills and standardised protocols: this requires a customised approach and may be enhanced by sonographer involvement.

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Section: Resultsmentioning

confidence: 99%

Section: Initial Trainingmentioning

confidence: 99%

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Sonographic imaging education for sonographers versus health professionals: A literature review

Stoodley,

Mason

2024

Sonography

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Teaching psychomotor skills in the twenty-first century: Revisiting and reviewing instructional approaches through the lens of contemporary literature

et al. 2016

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A diverse range of health professionals use psychomotor skills as part of their professional practice roles. Most health disciplines use large or complex psychomotor skills. These skills are first taught by the educator then acquired, performed, and lastly learned. Psychomotor skills may be taught using a variety of widely-accepted and published teaching models. The number of teaching steps used in these models varies from two to seven. However, the utility of these models to teach skill acquisition and skill retention are disputable when teaching complex skills, in contrast to simple skills. Contemporary motor learning and cognition literature frames instructional practices which may assist the teaching and learning of complex task-based skills. This paper reports 11 steps to be considered when teaching psychomotor skills.

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Increasing Recognition of Fetal Heart Anatomy Using Online Tutorials and Mastery Learning Compared With Classroom Instructional Methods

Cited by 2 publications

References 13 publications

Sonographic imaging education for sonographers versus health professionals: A literature review

Sonographic imaging education for sonographers versus health professionals: A literature review

Teaching psychomotor skills in the twenty-first century: Revisiting and reviewing instructional approaches through the lens of contemporary literature

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