The use of real time ultrasound scanning as a teaching method of anatomy in an undergraduate sonography and medical imaging degree in an Australian university

Real time sonography as an anatomy teaching aid in undergraduate radiography institutions in Northern Nigeria

“…The analysis was conducted in relation to the specific study objectives: student perceptions of each delivery method, and preferred delivery methods in relation to each of the nine learning aims. First, to compare the overall effectiveness of each of the eight delivery methods we summarized the data as did by bowman's et al2–5 leading to generated reduced matrix of eight columns (the methods) by 92 rows (the students). These are related data because each student gave a score to every delivery method and therefore comparisons among delivery methods should be made with a non-parametric (Friedman) or parametric (repeated measures ANOVA) test.…”

“…These are related data because each student gave a score to every delivery method and therefore comparisons among delivery methods should be made with a non-parametric (Friedman) or parametric (repeated measures ANOVA) test. The data are ordinal scale and did not show significant heteroscedasticitywhich was determined using ANOVA Post hoc test, so repeated measures ANOVA were used with students as subjects and the delivery method as the repeated measure as done by Bowman's et al2–5. A priori comparisons (Duncan's multiple Range test, MRT) were used to compare mean satisfaction with ultrasound and the other seven delivery methods.…”

“…However, pre-clinical Radiography students (first and second year) were excluded from the study. The survey instrument was adapted from the Bowman's survey to also include real-time ultrasound scanning as a delivery method2–5. The questionnaire consists of two sections; Demographics and preferred methods of delivery of anatomical information.…”

“…Anatomy as a basic medical course and being one of the important cornerstones of medicine is essential to radiography students1. Traditional way of anatomy teaching using cadavers is universally practiced and has been considered as essential to medical learning2. In the conventional setup, anatomy was taught as a pre-clinical component.…”

Letter to the editor: A discrepancy between methods and the interpretation of results: a comment on Umar et al’s paper: Real time sonography as an anatomy teaching aid in undergraduate radiography institutions in Northern Nigeria

“…Therefore, from their methods (where students were told to give low scores to indicate excellent matches between deliv-ery methods and learning aims, and high scores to indicate poor matchesbetween delivery methods and learning aims), a low mean should indicate a good match and a high mean a poor match. However, Umar et al 1 have interpreted the means in Table 1 to indicate the opposite: "3D radiological imaging being the most preferred method overall (48.17), and ultrasound the least (32.48)".The African Health Sciences Vol 20 Issue 1, March, 2020 Table 1: the design of the questionnaire used by Umar et al 1 , based on similar questionnaires used by others [2][3][4] . Each student gave their perceptions of the effectiveness of every method for delivering information in relation to each of the nine learning aims by placing a number from 1 -8 in every square of the matrix.…”