Introducing a Fresh Cadaver Model for Ultrasound-guided Central Venous Access Training in Undergraduate Medical Education

Miller, Ryan; Ho, Hang; Ng, Vivienne; Tran, Melissa H.; Rappaport, Douglas; Rappaport, William D.; Dandorf, Stewart; Dunleavy, James; Viscusi, Rebecca K.; Amini, Richard

doi:10.5811/westjem.2016.3.30069

Cited by 22 publications

(12 citation statements)

References 18 publications

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“…Procedures [82][83][84][85][86][87][88][89][90][91] Ultrasound has been used in conjunction with 'phantom' simulators [82][83][84][85] or cadavers [86,87] to teach invasive procedures such as venous and arterial line placement and nerve blocks. McCrary et al [88] used a fresh cadaver model to teach ultrasound-guided breast biopsy to medical students on surgery clerkship.…”

Section: Learning Category-incorporation Of Ultrasound Into Teaching mentioning

confidence: 99%

“…The evidence supports the use of simulators as well as several novel low-cost teaching tools for the less well-resourced educator. Ultrasound can also complement cadaver-based teaching, allowing invasive interventional skills (central line placement [85,86], pericardiocentesis [87], surgical biopsy [88]) to be taught on realistic anatomy without compromising patient safety. Where cadavers are not available, ultrasound simulators and phantoms can fulfil a similar role.…”

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confidence: 99%

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A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

et al. 2017

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Introduction Increasingly, medical schools are integrating Point of Care Ultrasound (POCUS) into their curricula. This review investigated the available literature on how best to integrate POCUS in the teaching of medical students and the benefits of doing so. Methods Given the heterogeneous literature that has emerged on POCUS education, a scoping review was conducted. Relevant medical databases, including PubMed, MEDLINE, PsycINFO, EMBASE and CINAHL, were searched between January 1980 and August 2016, using keywords identified by the authors. Inclusion criteria were as follows: prospective or retrospective studies, observational or intervention studies, and studies describing how medical students learn to use ultrasound. Results The literature search yielded 593 articles, of which 128 met the inclusion criteria. Studies that met the inclusion criteria were sub-categorised under the following headings: those that described or evaluated an ultrasound curriculum, those that employed ultrasound as a means of teaching another topic in the curriculum (i.e., anatomy, physical examination, physiology, invasive procedures), those that investigated the learning curve of ultrasound education and those that employed adjuncts or peer mentoring to teach ultrasound. Conclusions The reviewed literature indicates that the integration of ultrasound in undergraduate medical education is both feasible and beneficial to medical students. This article is intended to inform medical educators aiming to integrate ultrasound into their medical school curricula.

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Section: Learning Category-incorporation Of Ultrasound Into Teaching mentioning

confidence: 99%

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confidence: 99%

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

et al. 2017

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“…The vast majority of scientific reports confirm the high effectiveness of teaching with the use of cadavers at medical faculties [ 21 , 22 ]. Although there are manual procedures that can be effectively mastered on both the cadavers and the simulator [ 23 , 24 ], no solution to replace the human body in the representation of the mechanism of tissue injuries has been invented yet [ 25 ].…”

Section: Discussionmentioning

confidence: 99%

Improving the quality of training paramedics by means of cadavers – a pilot study

et al. 2021

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Background Paramedics are authorised to perform emergency procedures, including trauma assessment according to global standards. The aim of the study was to answer the question whether the use of cadavers in teaching practical competencies to medical rescue students, in the field of trauma assessment, is necessary as a supplement to learning in simulated conditions with the use of mannequins. Methods Research included several stages. The first stage was conduction of classes for 27 students in the field of rapid trauma assessment, in accordance with the guidelines of the International Trauma Life Support. In the second stage, a plan of a test in which students had to perform an analogous procedure of rapid trauma assessment, but with the use of cadavers, human unfixed specimens, was prepared. The Delphi method was used to develop and approve checklists, as well as a scale to assess the global correctness of identification of head, torso and limb injuries by medical rescue students. Results The identification rate was 76.54% in the head area, 67.90% in the torso area, while in the limb area it equalled 44.45%. A significant difference in scores, compared to the examination performed on a mannequin, was observed (Wilcoxon = 4.541; p = 0.000). The most difficult to make a correct diagnosis were injuries related to a fracture of the proximal end of the femur and a dislocated wrist (only 18.52% of correct answers). The students highly rated the usefulness of the examination, by awarding it an average of 4.76 points (SD ± 0.56) on the Likert scale (0–5). Conclusions The study shows that the use of cadavers to teach practical competencies in the field of trauma assessment to medical rescue students can be an effective supplement to simulated learning. Students could feel the difference between the human body and the mannequin. More research is needed to assess whether realistic simulation translates into objective endpoints, such as the effectiveness of diagnosis in the examination of trauma patients. However, it should be remembered that the introduction of this teaching method is expensive and requires adequate base, as well as the compliance with a number of formal requirements.

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“…The use of cadavers as a platform for ultrasound training has been shown to increase student confidence in performing future ultrasound-guided skills at our institution 9,10. In addition to a fresh cadaver, the following materials are needed to prepare this training model: a latex balloon, ultrasound gel, normal saline, a number 11 or 15 blade, and an 18-guage needle with 10 cc syringe.…”

Section: Methodsmentioning

confidence: 99%

Cadaver-based abscess model for medical training

Ellis

Nelson

Kartchner

et al. 2017

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Ultrasound imaging is a rapid and noninvasive tool ideal for the imaging of soft tissue infections and is associated with a change of clinician management plans in 50% of cases. We developed a realistic skin abscess diagnostic and therapeutic training model using fresh frozen cadavers and common, affordable materials. Details for construction of the model and suggested variations are presented. This cadaver-based abscess model produces high-quality sonographic images with internal echogenicity similar to a true clinical abscess, and is ideal for teaching sonographic diagnostic skills in addition to the technical skills of incision and drainage or needle aspiration.

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Introducing a Fresh Cadaver Model for Ultrasound-guided Central Venous Access Training in Undergraduate Medical Education

Cited by 22 publications

References 18 publications

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

Improving the quality of training paramedics by means of cadavers – a pilot study

Cadaver-based abscess model for medical training

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