Vi Am Dinh1, Jon Frederick2, Rebekah Bartos2, Tamara M Shankel2, Leonard Werner2. 1. Department of Emergency Medicine (V.A.D., J.F.), Department of Medicine, Division of Critical Care (V.A.D.), School of Medicine (R.B.), Department of Pediatrics (T.M.S.), and Department of Medicine (T.M.S., L.W.), Loma Linda University, Loma Linda, California USA. vadinh@llu.edu. 2. Department of Emergency Medicine (V.A.D., J.F.), Department of Medicine, Division of Critical Care (V.A.D.), School of Medicine (R.B.), Department of Pediatrics (T.M.S.), and Department of Medicine (T.M.S., L.W.), Loma Linda University, Loma Linda, California USA.
Abstract
OBJECTIVES: Increasing emphasis has been placed on point-of-care ultrasound in medical school. The overall effects of ultrasound curriculum implementation on the traditional physical examination skills of medical students are still unknown. We studied the effects on the Objective Standardized Clinical Examination (OSCE) scores of year 1 medical students before and after ultrasound curriculum implementation. METHODS: An ultrasound curriculum was incorporated into the physical diagnosis course for year 1 medical students in the 2012-2013 academic year. We performed a prospective observational study comparing traditional OSCE scores of year 1 medical students exposed to the ultrasound curriculum (post-ultrasound) versus historic year 1 medical student controls (pre-ultrasound) with no ultrasound exposure. Questionnaire data were also obtained from year 1 medical students and physical diagnosis faculty to assess attitudes toward ultrasound implementation. RESULTS: The final overall OSCE scores were graded with a 5-point Likert-type scale from unsatisfactory to outstanding. There was a significant increase in outstanding scores in the post-ultrasound compared to the pre-ultrasound group (27.0% versus 10.9%; P< .001). The post-ultrasound group had significantly (P< .05) increased first-time pass rates on blood pressure measurements, the abdominal examination, and professionalism. Student and physical diagnosis faculty questionnaire data showed an overall positive response, with most agreeing or strongly agreeing that ultrasound should be included in the future year 1 medical student curriculum. CONCLUSIONS: Ultrasound implementation into a physical diagnosis curriculum for year 1 medical students is feasible and may improve their overall traditional physical examination skills.
OBJECTIVES: Increasing emphasis has been placed on point-of-care ultrasound in medical school. The overall effects of ultrasound curriculum implementation on the traditional physical examination skills of medical students are still unknown. We studied the effects on the Objective Standardized Clinical Examination (OSCE) scores of year 1 medical students before and after ultrasound curriculum implementation. METHODS: An ultrasound curriculum was incorporated into the physical diagnosis course for year 1 medical students in the 2012-2013 academic year. We performed a prospective observational study comparing traditional OSCE scores of year 1 medical students exposed to the ultrasound curriculum (post-ultrasound) versus historic year 1 medical student controls (pre-ultrasound) with no ultrasound exposure. Questionnaire data were also obtained from year 1 medical students and physical diagnosis faculty to assess attitudes toward ultrasound implementation. RESULTS: The final overall OSCE scores were graded with a 5-point Likert-type scale from unsatisfactory to outstanding. There was a significant increase in outstanding scores in the post-ultrasound compared to the pre-ultrasound group (27.0% versus 10.9%; P< .001). The post-ultrasound group had significantly (P< .05) increased first-time pass rates on blood pressure measurements, the abdominal examination, and professionalism. Student and physical diagnosis faculty questionnaire data showed an overall positive response, with most agreeing or strongly agreeing that ultrasound should be included in the future year 1 medical student curriculum. CONCLUSIONS: Ultrasound implementation into a physical diagnosis curriculum for year 1 medical students is feasible and may improve their overall traditional physical examination skills.
Authors: Joshua S Rempell; Fidencio Saldana; Donald DiSalvo; Navin Kumar; Michael B Stone; Wilma Chan; Jennifer Luz; Vicki E Noble; Andrew Liteplo; Heidi Kimberly; Minna J Kohler Journal: West J Emerg Med Date: 2016-09-12
Authors: Richard A Hoppmann; Victor V Rao; Floyd Bell; Mary Beth Poston; Duncan B Howe; Shaun Riffle; Stephen Harris; Ruth Riley; Carol McMahon; L Britt Wilson; Erika Blanck; Nancy A Richeson; Lynn K Thomas; Celia Hartman; Francis H Neuffer; Brian D Keisler; Kerry M Sims; Matthew D Garber; C Osborne Shuler; Michael Blaivas; Shawn A Chillag; Michael Wagner; Keith Barron; Danielle Davis; James R Wells; Donald J Kenney; Jeffrey W Hall; Paul H Bornemann; David Schrift; Patrick S Hunt; William B Owens; R Stephen Smith; Allison G Jackson; Kelsey Hagon; Steven P Wilson; Stanley D Fowler; James F Catroppo; Ali A Rizvi; Caroline K Powell; Thomas Cook; Eric Brown; Fernando A Navarro; Joshua Thornhill; Judith Burgis; William R Jennings; James B McCallum; James M Nottingham; James Kreiner; Robert Haddad; James R Augustine; Norman W Pedigo; Paul V Catalana Journal: Crit Ultrasound J Date: 2015-11-21
Authors: Jasmine Y Fu; Cassie Krause; Reed Krause; Josh Mccoy; April Schindler; Daniel S Udrea; Logan A Villarreal; Zan Jafry; Vi Am Dinh Journal: J Med Educ Curric Dev Date: 2016-05-29