CONTEXT: Ultrasonography is a valuable diagnostic tool in the clinical setting. Yet, medical students often have minimal familiarity with this technology. OBJECTIVE: To evaluate the ability of second-year medical students to use ultrasonography for identification of anatomic structures and pathologic conditions. DESIGN: A self-directed approach that reduced facilitator involvement, encouraging learning that mimicked the medical school's problem-based learning pathway program. METHODS: Five students were each given 10 hours of instruction in ultrasonographic techniques by three certified ultrasonographers in outpatient and hospital settings. Each student performed 40 hours of organ-specific ultrasonographic scans on another student in 2-hour sessions during 20 weeks. Images were archived for future evaluation and quality rating. Students took a 35-question posttraining examination with 10 contrived case scenarios. Questions were designed to test student knowledge in three categories: anatomic structure, technical skill, and clinical diagnosis. RESULTS: Posttraining examination results, expressed as the percent of correct answers for all five participants by category, were as follows: anatomic structure, 70%; technical skill, 70%; clinical diagnosis, 68%. Evaluations of the archived images, which were graded for proper anatomic identification and image clarity, yielded the following scores indicating "good" or "fair" quality for each anatomic region: abdominal, 80%; pelvic, 63%; cardiac, 73%. CONCLUSION: Second-year osteopathic medical students can attain a sufficient degree of proficiency in limited ultrasonographic technique.
CONTEXT: Ultrasonography is a valuable diagnostic tool in the clinical setting. Yet, medical students often have minimal familiarity with this technology. OBJECTIVE: To evaluate the ability of second-year medical students to use ultrasonography for identification of anatomic structures and pathologic conditions. DESIGN: A self-directed approach that reduced facilitator involvement, encouraging learning that mimicked the medical school's problem-based learning pathway program. METHODS: Five students were each given 10 hours of instruction in ultrasonographic techniques by three certified ultrasonographers in outpatient and hospital settings. Each student performed 40 hours of organ-specific ultrasonographic scans on another student in 2-hour sessions during 20 weeks. Images were archived for future evaluation and quality rating. Students took a 35-question posttraining examination with 10 contrived case scenarios. Questions were designed to test student knowledge in three categories: anatomic structure, technical skill, and clinical diagnosis. RESULTS: Posttraining examination results, expressed as the percent of correct answers for all five participants by category, were as follows: anatomic structure, 70%; technical skill, 70%; clinical diagnosis, 68%. Evaluations of the archived images, which were graded for proper anatomic identification and image clarity, yielded the following scores indicating "good" or "fair" quality for each anatomic region: abdominal, 80%; pelvic, 63%; cardiac, 73%. CONCLUSION: Second-year osteopathic medical students can attain a sufficient degree of proficiency in limited ultrasonographic technique.
Authors: Richard A Hoppmann; Victor V Rao; Mary Beth Poston; Duncan B Howe; Patrick S Hunt; Stanley D Fowler; Lance E Paulman; James R Wells; Nancy A Richeson; Paul V Catalana; Lynn K Thomas; L Britt Wilson; Thomas Cook; Shaun Riffle; Francis H Neuffer; James B McCallum; Brian D Keisler; Rachel S Brown; Anthony R Gregg; Kerry M Sims; Caroline K Powell; Matthew D Garber; James E Morrison; William B Owens; Kevin A Carnevale; William R Jennings; Sarah Fletcher Journal: Crit Ultrasound J Date: 2011-02-01
Authors: Cassian Cremerius; Gertraud Gradl-Dietsch; Frank J P Beeres; Björn -Christian Link; Lea Hitpaß; Sven Nebelung; Klemens Horst; Christian David Weber; Carl Neuerburg; Daphne Eschbach; Christopher Bliemel; Matthias Knobe Journal: Eur J Trauma Emerg Surg Date: 2020-01-10 Impact factor: 3.693
Authors: Nelia Afonso; David Amponsah; James Yang; Jennifer Mendez; Patrick Bridge; Gregory Hays; Sudhir Baliga; Karen Crist; Simone Brennan; Matt Jackson; Scott Dulchavsky Journal: J Gen Intern Med Date: 2010-08-10 Impact factor: 5.128
Authors: Graziano Serrao; Massimo Tassoni; Alberto M Magenta-Biasina; Antonio Giuseppe Mantero; Antonino Previtera; Michela Crisitna Turci; Elia Mario Biganzoli; Emanuela A M Bertolini Journal: Ultrasound Int Open Date: 2017-12-07
Authors: Hauke S Heinzow; Hendrik Friederichs; Philipp Lenz; Andre Schmedt; Jan C Becker; Karin Hengst; Bernhard Marschall; Dirk Domagk Journal: BMC Med Educ Date: 2013-06-11 Impact factor: 2.463