Ultrasound curriculum taught by first-year medical students: A four-year experience in Tanzania

Denny, Sean P; Minteer, William B.; Fenning, Reece; Aggarwal, Sahil; Lee, Dong Hoon; Raja, Shella; Raman, Kaavya; Farfel, Allison; Patel, Priya; MarkLieber,; Bernstein, Mark; Lahham, Shadi; Fox, J. Christian

doi:10.5847/wjem.j.1920-8642.2018.01.005

Cited by 16 publications

(12 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As ultrasound is expanding into an increasing variety of clinical settings, the integration of ultrasound education into medical school curriculum has become quite prevalent. [10][11][12] A survey conducted in 2014 suggested that medical school curricular administrators were ambivalent in regards to placement of ultrasound education within medical school anatomy courses. [13] Our results, in conjunction with prior studies, suggest that medical students may benefi t from ultrasound taught in the context of physiology.…”

Section: Discussionmentioning

confidence: 99%

A comparison of simulation versus didactics for teaching ultrasound to Swiss medical students

Shah¹,

Tohmasi²,

Frisch³

et al. 2019

World Journal of Emergency Medicine

Self Cite

View full text Add to dashboard Cite

RESULTS: Totally 115 Swiss medical students were enrolled in our study. The mean precourse ultrasound exam score was 39.5% for the simulation group and 41.6% for the didactic group (P>0.05). The mean pre-course physiology exam score was 54.1% for the simulation group and 59.3% for the didactic group (P>0.05). The simulation group showed statistically significant improvement on the physiology exam, improving from 54.1% to 75.3% (P<0.01). The didactic group also showed statistically signifi cant improvement on the physiology exam, improving from 59.3% to 70.0% (P<0.01). CONCLUSION: Our data indicates that both simulation curriculum and standard didactic curriculum can be used to teach ultrasound. Simulation based training showed statistically signifi cant improvement in physiology learning when compared to standard didactic curriculum.

show abstract

Section: Discussionmentioning

confidence: 99%

A comparison of simulation versus didactics for teaching ultrasound to Swiss medical students

Shah¹,

Tohmasi²,

Frisch³

et al. 2019

World Journal of Emergency Medicine

Self Cite

View full text Add to dashboard Cite

show abstract

“…Introducing ultrasound at an undergraduate level will have multiple advantages, ranging from a practical teaching tool, especially for anatomy, to attaining skills to perform ultrasound independently after graduation. However, the main obstacles that prevent ultrasound training in Africa are the cost to purchase machines, technical skill required to maintain these machines, unavailability of skilled instructors, and the logistical support to provide formal training programs [25].…”

Section: The Federation Of Latin American Societies Of Ultrasound (Flaus) Perspectivementioning

confidence: 99%

Medical Student Ultrasound Education, a WFUMB Position Paper, Part II. A consensus statement of ultrasound societies

et al. 2020

View full text Add to dashboard Cite

Ultrasound is becoming a fundamental first-line diagnostic tool for most medical specialties and an innovative tool to teach anatomy, physiology and pathophysiology to undergraduate and graduate students. However, availability of structured training programs during medical school is lagging behind and many physicians still acquire all their ultrasound skills during postgraduate training.There is wide variation in medical student ultrasound education worldwide. Sharing successful educational strategies from early adopter medical schools and learning from leading education programs should advance the integration of ultrasound into the university medical school curricula. In this overview, we present current approaches and suggestions by ultrasound societies concerning medical student educa-tion throughout the world. Based on these examples, we formulate a consensus statement with suggestions on how to integrate ultrasound teaching into the preclinical and clinical medical curricula.

show abstract

“…Fifteen of the high-scoring manuscripts focus on seven specific content areas (ultrasound, trauma, pediatrics, pediatric trauma, neurological emergencies, toxicological emergencies). They span the years 2012-2018, are pub- lished in twelve journals, and highlight work in thirteen countries ( Table 2) [20][21][22][23][24][25][26][27][28][29][30][31][32][33][34]. Eleven of the manuscripts discuss general EM programs.…”

Section: Overview Of High-scoring Manuscriptsmentioning

confidence: 99%

Emergency Medicine Training Programs in Low- and Middle-Income Countries: A Systematic Review

Rybarczyk

Ludmer

Broccoli

et al. 2020

Annals of Global Health

View full text Add to dashboard Cite

Background: Despite the growing interest in the development of emergency care systems and emergency medicine (EM) as a specialty globally, there still exists a significant gap between the need for and the provision of emergency care by specialty trained providers. Many efforts to date to expand the practice of EM have focused on programs developed through partnerships between higher-and lower-resource settings. Objective: To systematically review the literature to evaluate the composition of EM training programs in low-and middle-income countries (LMICs) developed through partnerships. Methods: An electronic search was conducted using four databases for manuscripts on EM training programs-defined as structured education and/or training in the methods, procedures, and techniques of acute or emergency care-developed through partnerships. The search produced 7702 results. Using a priori inclusion and exclusion criteria, 94 manuscripts were included. After scoring these manuscripts, a more in-depth examination of 26 of the high-scoring manuscripts was conducted. Findings: Fifteen highlight programs with a focus on specific EM content (i.e. ultrasound) and 11 cover EM programs with broader scopes. All outline programs with diverse curricula and varied educational and evaluative methods spanning from short courses to full residency programs, and they target learners from medical students and nurses to mid-level providers and physicians. Challenges of EM program development through partnerships include local adaptation of international materials; addressing the local culture(s) of learning, assessment, and practice; evaluation of impact; sustainability; and funding. Conclusions: Overall, this review describes a diverse group of programs that have been or are currently being implemented through partnerships. Additionally, it highlights several areas for program development, including addressing other topic areas within EM beyond trauma and ultrasound and evaluating outcomes beyond the level of the learner. These steps to develop effective programs will further the advancement of EM as a specialty and enhance the development of effective emergency care systems globally.

show abstract

Ultrasound curriculum taught by first-year medical students: A four-year experience in Tanzania

Cited by 16 publications

References 24 publications

A comparison of simulation versus didactics for teaching ultrasound to Swiss medical students

A comparison of simulation versus didactics for teaching ultrasound to Swiss medical students

Medical Student Ultrasound Education, a WFUMB Position Paper, Part II. A consensus statement of ultrasound societies

Emergency Medicine Training Programs in Low- and Middle-Income Countries: A Systematic Review

Contact Info

Product

Resources

About