Quantitative and qualitative situation analysis of undergraduate ultrasound education in German-speaking-area medical schools

Wolf, Robert; Geuthel, Nicole; Lindner, Florian; Rotzoll, Daisy

doi:10.1055/s-0036-1587841

Cited by 6 publications

(7 citation statements)

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“…Many European medical universities teach US theory, but due to multiple proposed obstacles such as lack of time, funding, and the requirement of additional faculty for small group teaching, only a minority of these universities integrated US into the preclinical curriculum (Prosch et al, 2020). As needs assessment studies across Europe and North America continue to highlight the need to determine best practices in US education and to develop a formal global US curriculum (Dietrich et al, 2009; Stone‐McLean et al, 2017; Hoffman et al, 2020), and as some universities start to implement their own curricula (Wakefield et al, 2018; Wolf et al, 2019), the obstacles to integration remain constant.…”

Section: Introductionmentioning

confidence: 99%

“…As needs assessment studies across Europe and North America continue to highlight the need to determine best practices in US education and to develop a formal global US curriculum (Dietrich et al, 2009;Stone-McLean et al, 2017;Hoffman et al, 2020), and as some universities start to implement their own curricula (Wakefield et al, 2018;Wolf et al, 2019), the obstacles to integration remain constant.…”

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confidence: 99%

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Bringing anatomy to life: Evaluating a novel ultrasound curriculum in the anatomy laboratory

Lufler

Davis

Afifi

et al. 2022

Anatomical Sciences Ed

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Point-of-care ultrasound (POCUS) has become an essential, noninvasive diagnostic tool, with increased use primarily due to the development of handheld, portable machines. It is no longer confined to radiology or imaging departments, but transcends emergency medicine, anesthesiology, general surgery, internal medicine, family medicine, pediatric, and orthopedic specialties (ACGME, 2021).As such, it has begun to take a stronghold as a fundamental piece of undergraduate medical education (UME) across the country. The increased use of ultrasound (US) is in part due to its affordability, portability, and ability to show a patient's living anatomy without

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Section: Introductionmentioning

confidence: 99%

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confidence: 99%

Bringing anatomy to life: Evaluating a novel ultrasound curriculum in the anatomy laboratory

Lufler

Davis

Afifi

et al. 2022

Anatomical Sciences Ed

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“…3 ). All students wished for more US education, as they felt that the amount offered by medical faculty was inadequate 20 .…”

Section: Resultsmentioning

confidence: 99%

Conception and Feasibility of a Digital Tele-Guided Abdomen, Thorax, and Thyroid Gland Ultrasound Course for Medical Students (TELUS study)

et al. 2021

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Purpose Medical education has been transformed during the COVID-19 pandemic, creating challenges regarding adequate training in ultrasound (US). Due to the discontinuation of traditional classroom teaching, the need to expand digital learning opportunities is undeniable. The aim of our study is to develop a tele-guided US course for undergraduate medical students and test the feasibility and efficacy of this digital US teaching method. Materials and Methods A tele-guided US course was established for medical students. Students underwent seven US organ modules. Each module took place in a flipped classroom concept via the Amboss platform, providing supplementary e-learning material that was optional and included information on each of the US modules. An objective structured assessment of US skills (OSAUS) was implemented as the final exam. US images of the course and exam were rated by the Brightness Mode Quality Ultrasound Imaging Examination Technique (B-QUIET). Achieved points in image rating were compared to the OSAUS exam. Results A total of 15 medical students were enrolled. Students achieved an average score of 154.5 (SD ± 11.72) out of 175 points (88.29 %) in OSAUS, which corresponded to the image rating using B-QUIET. Interrater analysis of US images showed a favorable agreement with an ICC (2.1) of 0.895 (95 % confidence interval 0.858 < ICC < 0.924). Conclusion US training via teleguidance should be considered in medical education. Our pilot study demonstrates the feasibility of a concept that can be used in the future to improve US training of medical students even during a pandemic.

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“…Since its introduction to the clinical armamentarium in the early 2000s, point-of-care ultrasound (POCUS) has matured into an essential diagnostic tool in perioperative, emergency, and intensive care settings [ 1 – 4 ]. Despite its broad clinical applicability, formal ultrasound instruction in medical education has been scarce and highly variable [ 5 – 8 ]. For example, only half of US medical schools have implemented POCUS training in their curricula [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

Teaching Medical Students Rapid Ultrasound for shock and hypotension (RUSH): learning outcomes and clinical performance in a proof-of-concept study

Müller-Wirtz,

Patterson,

Ott

et al. 2024

BMC Med Educ

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Background Point-of-care ultrasound (POCUS) is a critical diagnostic tool in various medical settings, yet its instruction in medical education is inconsistent. The Rapid Ultrasound for Shock and Hypotension (RUSH) protocol is a comprehensive diagnostic tool, but its complexity poses challenges for teaching and learning. This study evaluates the effectiveness of a single-day training in RUSH for medical students by assessing their performance in clinical scenarios. Methods In this prospective single-center observational proof-of-concept study, 16 medical students from Saarland University Medical Center underwent a single-day training in RUSH, followed by evaluations in clinical settings and on a high-fidelity simulator. Performance was assessed using a standardized scoring tool and time to complete the RUSH exam. Knowledge gain was measured with pre- and post-training written exams, and diagnostic performance was evaluated with an objective structured clinical examination (OSCE). Results Students demonstrated high performance in RUSH exam views across patients (median performance: 85–87%) and improved scanning times, although not statistically significant. They performed better on simulators than on live patients. Written exam scores significantly improved post-training, suggesting a gain in theoretical knowledge. However, more than a third of students could not complete the RUSH exam within five minutes on live patients. Conclusions Single-day RUSH training improved medical students’ theoretical knowledge and simulator performance but translating these skills to clinical settings proved challenging. The findings suggest that while short-term training can be beneficial, it may not suffice for clinical proficiency. This study underscores the need for structured and possibly longitudinal training programs to ensure skill retention and clinical applicability.

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Quantitative and qualitative situation analysis of undergraduate ultrasound education in German-speaking-area medical schools

Cited by 6 publications

References 0 publications

Bringing anatomy to life: Evaluating a novel ultrasound curriculum in the anatomy laboratory

Bringing anatomy to life: Evaluating a novel ultrasound curriculum in the anatomy laboratory

Conception and Feasibility of a Digital Tele-Guided Abdomen, Thorax, and Thyroid Gland Ultrasound Course for Medical Students (TELUS study)

Teaching Medical Students Rapid Ultrasound for shock and hypotension (RUSH): learning outcomes and clinical performance in a proof-of-concept study

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