Kurrikulare Ultraschallausbildung am Bewegungsapparat: Einfluss der anatomischen Vorbildung auf die Weitergabe von Basis-Skills an der Schulter

Knobe, Matthias; Sellei, Richard Martin; Maus, Uwe; Mooij, S. C.; Gradl, Gertraud; Sopka, Saša; Niethard, F. U.; Pape, Hans-Christian

doi:10.1055/s-0030-1250378

Cited by 16 publications

(4 citation statements)

References 21 publications

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“…A possible explanation might be the fact that we used student-teachers as lecturers. Minimally instructed student-teachers can be employed to teach anatomically skilled students, whereas medical experts should be used in earlier stages of anatomical education [11]. Tolsgaard et al and Shiozawa et al postulated that the specific training of student-teachers was an absolute necessity for success in the environment of peer-assisted learning [19,20].…”

Section: Discussionmentioning

confidence: 99%

“…Herewith, students receive a profound background that forms the basis for the acquisition of further skills in different subspecialties [7]. Previous studies suggested that students may learn the basics of ultrasound with comparatively little didactic investment [8-11]. However, only two studies specifically evaluated musculoskeletal ultrasound (MSUS) [10,11].…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies suggested that students may learn the basics of ultrasound with comparatively little didactic investment [8-11]. However, only two studies specifically evaluated musculoskeletal ultrasound (MSUS) [10,11]. Prior to completing the anatomical training regarding the musculoskeletal system, one should use experienced medical experts or didactically and professionally trained student-teachers in MSUS training [11].…”

Section: Introductionmentioning

confidence: 99%

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Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial

et al. 2012

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BackgroundThe exponential growth of image-based diagnostic and minimally invasive interventions requires a detailed three-dimensional anatomical knowledge and increases the demand towards the undergraduate anatomical curriculum. This randomized controlled trial investigates whether musculoskeletal ultrasound (MSUS) or arthroscopic methods can increase the anatomical knowledge uptake.MethodsSecond-year medical students were randomly allocated to three groups. In addition to the compulsory dissection course, the ultrasound group (MSUS) was taught by eight, didactically and professionally trained, experienced student-teachers and the arthroscopy group (ASK) was taught by eight experienced physicians. The control group (CON) acquired the anatomical knowledge only via the dissection course. Exposure (MSUS and ASK) took place in two separate lessons (75 minutes each, shoulder and knee joint) and introduced standard scan planes using a 10-MHz ultrasound system as well as arthroscopy tutorials at a simulator combined with video tutorials. The theoretical anatomic learning outcomes were tested using a multiple-choice questionnaire (MCQ), and after cross-over an objective structured clinical examination (OSCE). Differences in student’s perceptions were evaluated using Likert scale-based items.ResultsThe ASK-group (n = 70, age 23.4 (20–36) yrs.) performed moderately better in the anatomical MC exam in comparison to the MSUS-group (n = 84, age 24.2 (20–53) yrs.) and the CON-group (n = 88, 22.8 (20–33) yrs.; p = 0.019). After an additional arthroscopy teaching 1% of students failed the MC exam, in contrast to 10% in the MSUS- or CON-group, respectively. The benefit of the ASK module was limited to the shoulder area (p < 0.001). The final examination (OSCE) showed no significant differences between any of the groups with good overall performances. In the evaluation, the students certified the arthroscopic tutorial a greater advantage concerning anatomical skills with higher spatial imagination in comparison to the ultrasound tutorial (p = 0.002; p < 0.001).ConclusionsThe additional implementation of arthroscopy tutorials to the dissection course during the undergraduate anatomy training is profitable and attractive to students with respect to complex joint anatomy. Simultaneous teaching of basic-skills in musculoskeletal ultrasound should be performed by medical experts, but seems to be inferior to the arthroscopic 2D-3D-transformation, and is regarded by students as more difficult to learn. Although arthroscopy and ultrasound teaching do not have a major effect on learning joint anatomy, they have the potency to raise the interest in surgery.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial

et al. 2012

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“…Comparing professional and student tutors by questioning participants of a pharmacology course, it became evident that neither specialized competence nor teaching experience had any significant influence on the students' results in the written final examinations [30]. Positive experiences were also reported regarding the student tutor system in the area of ultrasound courses [17,18]. In the above course, the quality of the tutors was assessed by the participants with 1.42 and 1.51, respectively.…”

mentioning

confidence: 99%

“Anatomy and Imaging”: 10 Years of Experience with an Interdisciplinary Teaching Project in Preclinical Medical Education – From an Elective to a Curricular Course

Schober¹,

Pieper

Schmidt

et al. 2013

Fortschr Röntgenstr

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!Purpose: Presentation of an interdisciplinary, interactive, tutor-based preclinical teaching project called "Anatomy and Imaging". Materials and Methods: Experience report, analysis of evaluation results and selective literature review. Results: From 2001 to 2012, 618 students took the basic course (4 periods per week throughout the semester) and 316 took the advanced course (2 periods per week). We reviewed 557 (return rate 90.1 %) and 292 (92.4 %) completed evaluation forms of the basic and the advanced course. Results showed overall high satisfaction with the courses (1.33 and 1.56, respectively, on a 5-point Likert scale). The recognizability of the relevance of the course content for medical training, the promotion of the interest in medicine and the quality of the student tutors were evaluated especially positively. Conclusion: The "Anatomy and Imaging" teaching project is a successful concept for integrating medical imaging into the preclinical stage of medical education. The course was offered as part of the curriculum in 2013 for the first time. "Anatomia in mortuis" and "Anatomia in vivo" are not regarded as rivaling entities in the delivery of knowledge, but as complementary methods.

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Hands‐on or no hands‐on training in ultrasound imaging: A randomized trial to evaluate learning outcomes and speed of recall of topographic anatomy

Knudsen

Nawrotzki

Schmiedl

et al. 2018

Anatomical Sciences Ed

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Medical students have difficulties in interpreting two-dimensional (2D) topographic anatomy on sectional images. Hands-on and no hands-on training in ultrasound imaging facilitate learning topographic anatomy. Hands-on training is linked with active search for patterns of anatomical structures and might train pattern recognition for image interpretation better although the added value on learning outcomes is unclear. This study explores first year medical students' knowledge in topographic anatomy of the upper abdomen after attending hands-on or no hands-on training in ultrasound in a randomized trial. While students in the hands-on ultrasound group (N = 21) generated and interpreted standardized planes of ultrasound imaging, students in the no hands-on seminar group (N = 22) interpreted provided ultrasound images by correlation to three-dimensional (3D) anatomical prosections. Afterwards knowledge in topographic anatomy was measured repetitively by text and ultrasound image-based multiple choice (MC) examinations. As surrogate for pattern recognition, students rated whether answers were known after reflection or instantly. While intrinsic motivation was higher in the ultrasound group, no differences in the MC-examination score were found between ultrasound and seminar group instantly (66.5 ±10.9% vs. 64.5% ±11.0%, P = 0.551) or six weeks (62.9% ±12.3% vs. 61.5% ±11.0%, P = 0.718) after training. In both groups scores in text-based questions declined (P < 0.001) while scores in image-based questions remained stable (P = 0.895) with time. After six weeks more image-based questions were instantly known in the hands-on ultrasound compared to seminar-group (28% ±17.3% vs. 16% ±13.5%, P = 0.047). Hands-on ultrasound-training is linked with faster interpreting of ultrasound images without loss in accuracy. The added value of hands-on training might be facilitation of pattern recognition.

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Kurrikulare Ultraschallausbildung am Bewegungsapparat: Einfluss der anatomischen Vorbildung auf die Weitergabe von Basis-Skills an der Schulter

Cited by 16 publications

References 21 publications

Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial

Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial

“Anatomy and Imaging”: 10 Years of Experience with an Interdisciplinary Teaching Project in Preclinical Medical Education – From an Elective to a Curricular Course

Hands‐on or no hands‐on training in ultrasound imaging: A randomized trial to evaluate learning outcomes and speed of recall of topographic anatomy

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