Teaching Point of Care Ultrasound Skills in Medical School

Webb, Emily M.; Cotton, James; Kane, Kevin Y.; Straus, Christopher M.; Topp, Kimberly; Naeger, David M.

doi:10.1016/j.acra.2014.03.001

Cited by 37 publications

(48 citation statements)

References 24 publications

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“…Some [5][6][7][8][9][10][11][12][13][14][15][16][17][18][19] Fifteen papers describe variously integrated ultrasound curricula. Five studies are notable for the numbers of medical students involved in a formal evaluative process (>150) [5][6][7][8][9]. Heinzow et al [5] reported that students were evaluated as per DEGUM standards (national sonographer examination standards).…”

Section: Learning Category-incorporation Of Ultrasound Into Teaching mentioning

confidence: 99%

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%

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

et al. 2017

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“…Sonography is also increasingly being incorporated in the teaching curriculum of medical students in the United States, both as a tool to teach basic science or medicine topics and for developing point‐of‐care ultrasound scanning skills . In a 2012 survey of US medical school curriculum administrators and deans, 51 of 82 (62%) responding medical schools either required or offered optional ultrasound training in the medical student teaching curriculum .…”

Section: Discussionmentioning

confidence: 99%

Accessible Personal Ultrasound Training Simulator

Gunabushanam

Nautsch

Mills

et al. 2018

J of Ultrasound Medicine

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“…Potential risks of the incorporation of ultrasound into undergraduate medical student curricula have been previously described (5); most notably, students may develop an exaggerated sense of their own skill. The student-reported benefit of ultrasound as an anatomy learning tool has been shown to exaggerate the actual measurable improvement in anatomical knowledge (4), although it has been suggested that more extensive exposure might mitigate these risks of overconfidence (4,5). In addition to its educational applications, ultrasound is a complex diagnostic tool used to make clinical decisions, making it especially important that students' perception of their skill level matches their actual skill level.…”

Section: Discussionmentioning

confidence: 99%

“…As POCUS becomes progressively more relevant to the practice of numerous medical specialties, the increasing demand for the incorporation of ultrasound into undergraduate medical education has created questions related to who should teach ultrasound and in what context (5). Intuitively, numerous sessions of comprehensive, hands-on small groups led by formally trained practitioners offer the greatest potential benefit.…”

Section: Discussionmentioning

confidence: 99%

“…However, as the popularity of medical student ultrasound education grows, it is important that institutions offering this training continually assess the utility and impact of their programs. Potential concerns include the observation that student-reported benefit of ultrasound as an anatomy learning tool has been shown to be greater than the actual measured improvement in anatomical knowledge (4), as well as the question of whether students with almost no clinical training can appreciate the nuances of this complex clinical tool (5). Nonetheless, several U.S. medical schools that have already developed wellintegrated, longitudinal programs generally report a high degree of student satisfaction and excellent performance on assessments of basic skills (6)(7)(8).…”

Section: Introductionmentioning

confidence: 99%

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A Near-peer Point-of-care Ultrasound Elective for Medical Students: Impact on Anatomy Knowledge, Perceptions About Ultrasound, and Self-reported Skill Level

et al. 2017

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Rationale and Objectives: We aimed to assess the impact of our institution's recently created point-of-care ultrasound (POCUS) course for preclinical medical students by examining its effect on first-year-level medical knowledge, self-reported skill level, and beliefs regarding the importance of ultrasound in future clinical practice. Materials and Methods:A total of 18 first-year medical students completed a 5-month near-peer-led training program in POCUS consisting of 3-hour teaching sessions (7), 4-hour clinical sessions (10-12), and an independent study. Students completed pre-and postprogram assessments examining (1) student perceptions about ultrasound and its importance to future careers, (2) students' self-reported skill level with ultrasound, and (3) performance on an anatomy and physiology knowledge quiz. Scores and responses were compared to 20 controls. Results:The majority of students believed that ultrasound was useful for learning anatomy and would be important in their future clinical practice. Students who completed our training program tended to perform better than controls on a test of medical knowledge. Despite reporting far fewer hours of formal ultrasound training, control students rated their skill level comparably to POCUS-trained students.Conclusions: This study provides evidence that ultrasound is well received by medical students and may be useful for teaching basic anatomy concepts.

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Teaching Point of Care Ultrasound Skills in Medical School

Cited by 37 publications

References 24 publications

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

Accessible Personal Ultrasound Training Simulator

A Near-peer Point-of-care Ultrasound Elective for Medical Students: Impact on Anatomy Knowledge, Perceptions About Ultrasound, and Self-reported Skill Level

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