Integration of ultrasonography training into undergraduate medical education: catch up with professional needs

Abstract

Objective Ultrasonography (US) has become the first-line imaging modality even for physicians who are not imaging specialists. The progress has not yet been sufficiently considered in medical education. The aim was to develop a curriculum that integrates US as a compulsory part into medical education directly from the start, to build up professional competencies toward residency. Methods Development was based on Kern’s six-step approach to identify problems, specify needs, define goals, outline strategies, and propose methods. Results The proposed curriculum follows a spiral course within which students should pass through four levels of training with increasing complexity. Students will be asked to independently prepare for courses by using learning videos. On the first training level, US should be closely linked to anatomy and physiology courses. Competency-centered courses should be held in small groups. On the second level, in the third year of education, students will apply point-of-care ultrasonography concerning multiple medical disciplines. On the third level, they will select a compulsory course in a specialty of their choice, held at five consecutive dates. From then on, US will be conducted in patients. Finally, during the final year, students are expected to use US under pro-active supervision with a large degree of independence and confidence. Throughout the curriculum, the discipline of radiology combines vertically with foundational sciences and horizontally with other medical specialties. Conclusion The conceptual proposal for a longitudinal US curriculum presented here has been developed by radiologists to equip students with competencies needed for contemporary patient care.

Long-Term Effectiveness and Sustainability of Integrating Peer-Assisted Ultrasound Courses into Medical School—A Prospective Study

“…One explanation might be the longer interval until the follow-up observation in our study and the more homogeneous study group (same semester). This provides grounds for embedding more ultrasound contact points within compulsory teaching [ 10 , 15 , 25 ].…”

“…Comparison of traditional degree programmes with so-called model degree programmes in relation to the development of ultrasound skills should also become part of future multicentre studies. These model programmes offer the advantage of horizontal and vertical integration of learning content and associated topic and organ-centred modularisation [ 15 , 25 , 48 ].…”

“…Irrespective of the above and in summary, interdisciplinary coordination of medical specialist disciplines should continuously create multiple contact points with ultrasound [ 10 , 11 , 12 , 13 , 14 , 15 , 25 , 31 ]. Bearing in mind the universal lack of resources and teaching staff, good strategic planning and the employment of medically supervised peer tutors are imperative [ 17 , 22 , 27 , 49 ].…”

“…Furthermore, existing recommendations by international professional associations foster implementation with regard to teaching staff, teaching methods, teaching material, interactivity, motivation, and resource management [ 11 , 12 , 13 , 14 ]. Recently published training approaches employ teaching formats that last several weeks or throughout a semester, but also compact courses, sometimes across overlapping semesters [ 10 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 ]. Measurement of competency in these formats usually involves theory tests, practical exams, and evaluation forms [ 26 ].…”

Development and evaluation of a point-of-care ocular ultrasound curriculum for medical students - a proof-of-concept study

“…Ultrasonography is increasingly being incorporated into various parts of medical education both nationally and internationally [ 1 – 3 , 7 , 10 ]. This applies in particular to courses in abdominal ultrasonography, FAST (focused assessment with sonography in trauma) and echocardiography [ 1 – 3 , 6 , 10 , 12 – 14 ]. Little if any use is made of ultrasonography of the eyes and orbita, however [ 3 , 8 – 10 , 44 ].…”