Introduction of Ultrasound into Gross Anatomy Curriculum: Perceptions of Medical Students

Brown, Bart; Adhikari, Srikar; Marx, Jared; Lander, Lina; Todd, Gordon L.

doi:10.1016/j.jemermed.2012.01.041

Cited by 147 publications

(160 citation statements)

References 10 publications

(7 reference statements)

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“…MS-B did not comment on this in focus groups or questionnaires, perhaps reflecting that overall they were less positive about their US experience for the reasons mentioned previously. However, neither this study nor that of Brown et al 11 investigated retention of this knowledge and/or confidence over time.…”

Section: Introduction To Pu As An Imaging Technology and A Teaching Toolmentioning

confidence: 70%

“…Other studies report that US reinforces anatomical knowledge 2,5,10 and also highlights anatomical variation; 11,12 these observations were echoed by MS-A students in focus groups. Only MS-A students confirmed tutors' predictions that US added value to anatomy teaching through its ability to dynamically illustrate anatomical relationships and variation in real-time.…”

Section: Introduction To Pu As An Imaging Technology and A Teaching Toolmentioning

confidence: 91%

“…2,[8][9][10][11] Only Finn et al 3 and Griksaitis et al 4 comment on the efficacy of US in anatomy teaching, noting that US is as efficacious as cadaveric teaching. Sweetman et al 12 offer the most detailed insight into the students' experience of US, commenting on specifics such as improved visual understanding of anatomy, appreciation of anatomical variation, surface anatomy, effect of respiration of organ position, blood flow, clinical contextualisation, US measurement tools, observation of multiple views of organs, probe orientation, small group teaching, US physics, image interpretation and students' desire to scan volunteers themselves.…”

Section: Introductionmentioning

confidence: 99%

“…2,[9][10][11][12]19 Overall, MS-A students responded more positively than MS-B students. In an earlier study at MS-B, Swamy and Searle, 9 using 4-point Likert scales, reported that 63% (2008-2009) and 78% (2009-2010) of second year medical students found US teaching useful or essential, whereas two cohorts of second year MS-A students experiencing the same curriculum reported 83-96% agreement (Table 3) on the perceived benefits of US; year 1 MS-A students were similarly enthusiastic with equivalent scores ranging from 70% to 94% (Table 4).…”

Section: Introduction To Pu As An Imaging Technology and A Teaching Toolmentioning

confidence: 99%

“…for the 2007-2008 cohort in year 2 where students reported most favourably, the ratio improved from 1:23 in year 1 to 1:9). Ivanusic et al 2 have reported the need to revisit image orientation during teaching, but Brown et al 11 report that only 26% of year 1 students experienced difficulty interpreting sonograms when taught didactically by experts and 98% could also identify vascular structures in sonograms when tested. Swamy and Searle 9 found that cross-referencing between cross-sectional anatomy images and sonograms improved students' confidence in identifying bone, muscle, blood vessels, tendons and nerves.…”

Section: Introduction To Pu As An Imaging Technology and A Teaching Toolmentioning

confidence: 99%

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Using ultrasound to teach anatomy in the undergraduate medical curriculum: an evaluation of the experiences of tutors and medical students

Patten

2014

Ultrasound

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This paper describes the experiences of staff and students at two UK medical schools, who introduced portable ultrasound (PU) as an imaging technology to deliver clinical anatomy teaching and to aid skill development in interpretation of cross-sectional anatomy (CSA). A sonographer contributed to curriculum design and teaching, but mostly anatomy tutors delivered the teaching. This case study method evaluates staff and student perspectives on the ultrasound-based anatomy teaching. Quantitative data and qualitative data were collected and analysed. Staff were positive about the experience. They described their expectations for students and solutions for practical issues regarding the teaching, but were concerned about their competency in scanning and wanted bespoke training for sonoanatomy teaching. Curriculum development was accelerated through engagement with a sonographer and an ultrasound champion. Students were extremely positive about their experience; they valued the expertise of a sonographer who taught more challenging sonoanatomy, but were equally positive regarding teaching sessions led by well-trained anatomy tutors who taught more simple sonoanatomy. Students affirmed most tutors' expectations that ultrasound could reinforce existing anatomical knowledge, added clinical contextualisation, but not that use of ultrasound (US) assisted in interpreting CSA. Students valued the introduction to the technology and found sonoimage interpretation challenging, but not insurmountable. Students wanted more instruction on ultrasound physics, an expansion of ultrasound curriculum, with smaller groups and opportunities to scan volunteers. These data support the case for the use of PU to deliver anatomy teaching and to prime medical students for later clinical encounters with PU.

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Section: Introduction To Pu As An Imaging Technology and A Teaching Toolmentioning

confidence: 70%

Section: Introduction To Pu As An Imaging Technology and A Teaching Toolmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introduction To Pu As An Imaging Technology and A Teaching Toolmentioning

confidence: 99%

Section: Introduction To Pu As An Imaging Technology and A Teaching Toolmentioning

confidence: 99%

See 3 more Smart Citations

Using ultrasound to teach anatomy in the undergraduate medical curriculum: an evaluation of the experiences of tutors and medical students

Patten

2014

Ultrasound

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Impact of one‐day course on medical student knowledge, attitudes and comfort with point‐of‐care ultrasound‐guided procedures

Chilstrom

Beck

2019

Australas J Ultrason Med

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Introduction: Given the ubiquity of procedural ultrasound in clinical practice, the importance of exposing medical students to the topic is increasingly relevant. We examined final-year medical student knowledge, attitudes and comfort level with procedural ultrasound before and after a one-day course. Methods: This was a prospective cross-sectional survey of final-year students at a single university. We collected data regarding ultrasound experience, career goals and knowledge of procedural ultrasound, as well as attitudes and comfort (each assessed with three questions using a Likert scale). All students were sent a pre-and post-test survey, and we compared pre-and post-test results using the chi-square test, with a two-tailed P-value < 0.05 considered statistically significant. Results: All of the 94 course participants completed both the pre-and post-tests. Of the 23 non-participants, 16 (70%) completed both pre-and post-tests. Almost all (99%) respondents reported some prior ultrasound exposure, but only 34% had previously performed at least one core procedure with ultrasound guidance. Among participants, we found a 13% average increase in knowledge score (P < 0.05) between pre-and post-tests; there was no significant change in knowledge score among nonparticipants. Among participants, we also found an increase in positive attitudes (P < 0.05 for two of three questions) and an increased comfort level with procedural ultrasound (P < 0.05 for all three questions). Discussion: A one-day course can impact medical student knowledge, attitudes and comfort with the use of ultrasound for procedural guidance. Conclusion: Further research is needed to assess long-term outcomes and explore alternative educational modalities.

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Changes in anatomy instruction and USMLE performance: Empirical evidence on the absence of a relationship

Cuddy

Swanson

Drake

et al. 2013

Anatomical Sciences Ed

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Anatomy instruction has evolved over the past two decades as many medical schools have undergone various types of curricular reform. To provide empirical evidence about whether or not curricular changes impact the acquisition and retention of anatomy knowledge, this study investigated the effect of variation in gross anatomy course hours, curricular approach (stand-alone versus integrated), and laboratory experience (dissection versus dissection and prosection) on USMLE Steps 1 and 2 Clinical Knowledge (CK) scores. Gross anatomy course directors at 54 United States schools provided information about their gross anatomy courses via an online survey (response rate of 42%). Survey responses were matched with USMLE scores for 6,411 examinees entering LCME-accredited schools in 2007 and taking Step 1 for the first time in 2009. Regression analyses were conducted to examine relationships between gross anatomy instructional characteristics and USMLE performance. Step 1 total scores, Step 1 gross anatomy sub-scores, and Step 2 CK scores were unrelated to instructional hours, controlling for MCAT scores. Examinees from schools with integrated curricula scored slightly lower on Steps 1 and 2 CK than those from stand-alone courses (effect sizes of 2.1 and 1.9 on score scales with SDs of 22 and 20, respectively). Examinees with dissection and prosection experience performed slightly better on Step 2 CK than examinees in courses with dissection only laboratories (effect size of 1.2). Results suggest variation in course hours is unrelated to performance on Steps 1 and 2 CK. Although differences were observed in relation to curricular approach and laboratory experience, effect sizes were small.

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Introduction of Ultrasound into Gross Anatomy Curriculum: Perceptions of Medical Students

Cited by 147 publications

References 10 publications

Using ultrasound to teach anatomy in the undergraduate medical curriculum: an evaluation of the experiences of tutors and medical students

Using ultrasound to teach anatomy in the undergraduate medical curriculum: an evaluation of the experiences of tutors and medical students

Impact of one‐day course on medical student knowledge, attitudes and comfort with point‐of‐care ultrasound‐guided procedures

Changes in anatomy instruction and USMLE performance: Empirical evidence on the absence of a relationship

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