Using ultrasound to teach anatomy in the undergraduate medical curriculum: an evaluation of the experiences of tutors and medical students

Abstract

This paper describes the experiences of staff and students at two UK medical schools, who introduced portable ultrasound (PU) as an imaging technology to deliver clinical anatomy teaching and to aid skill development in interpretation of cross-sectional anatomy (CSA). A sonographer contributed to curriculum design and teaching, but mostly anatomy tutors delivered the teaching. This case study method evaluates staff and student perspectives on the ultrasound-based anatomy teaching. Quantitative data and qualitative data were collected and analysed. Staff were positive about the experience. They described their expectations for students and solutions for practical issues regarding the teaching, but were concerned about their competency in scanning and wanted bespoke training for sonoanatomy teaching. Curriculum development was accelerated through engagement with a sonographer and an ultrasound champion. Students were extremely positive about their experience; they valued the expertise of a sonographer who taught more challenging sonoanatomy, but were equally positive regarding teaching sessions led by well-trained anatomy tutors who taught more simple sonoanatomy. Students affirmed most tutors' expectations that ultrasound could reinforce existing anatomical knowledge, added clinical contextualisation, but not that use of ultrasound (US) assisted in interpreting CSA. Students valued the introduction to the technology and found sonoimage interpretation challenging, but not insurmountable. Students wanted more instruction on ultrasound physics, an expansion of ultrasound curriculum, with smaller groups and opportunities to scan volunteers. These data support the case for the use of PU to deliver anatomy teaching and to prime medical students for later clinical encounters with PU.

The role of ultrasound in graduate anatomy education: Current state of integration in the United States and faculty perceptions

“…Thus, the paucity of current anatomists and anatomists-in-training proficient in US may prove to be a limiting factor in the continued expansion of US training across medical education. As previously noted, these findings indicate an immediate and continued need for faculty development and training in US, as has been called for by medical educators and US champions (Hoppmann et al, 2011b(Hoppmann et al, , 2012Bahner et al, 2013;Patten, 2014).…”

“…Additionally, they found no statistical differences on gross anatomy examination scores between clinician‐trained and anatomist‐trained groups. In the United Kingdom, Patten () successfully employed minimally trained anatomy tutors to lead US sessions, although some tutors expressed anxiety about their competency with US and noted that the availability of more robust dedicated US training for anatomists would have facilitated the experience.…”

Stethoscope of the 21st century: dominant discourses of ultrasound in medical education

“…Manufacturers are an important institutional force that gain power through the utilitarian discourse that positions their products as necessary for safe and effective medical education and medical care. A single review makes explicit reference to the support provided by ultrasound manufacturers in the development of integrated curricula . Manufacturers provided the ultrasound machines used in the most ambitious ‘integrated’ undergraduate curricula, as noted in the articles’ acknowledgement sections .…”

The development of a pragmatic, clinically driven ultrasound curriculum in a UK medical school

“…introduction in anatomy teaching(Tshibwabwa and Groves 2005;Brown et al 2012;Finn et al 2012;Swamy and Searle 2012;Sweetman et al 2013;Griksaitis et al 2014;Jurjus et al 2014;Patten 2015;So et al 2017;Patel et al 2017), to its use in learning clinical examination skills…”