Mikaela Chilstrom1, Sierra Beck1. 1. Department of Emergency Medicine Emory University 531 Asbury Circle, Suite N340 Atlanta Georgia 30322 USA.
Abstract
INTRODUCTION: Given the ubiquity of procedural ultrasound in clinical practice, the importance of exposing medical students to the topic is increasingly relevant. We examined final-year medical student knowledge, attitudes and comfort level with procedural ultrasound before and after a one-day course. METHODS: This was a prospective cross-sectional survey of final-year students at a single university. We collected data regarding ultrasound experience, career goals and knowledge of procedural ultrasound, as well as attitudes and comfort (each assessed with three questions using a Likert scale). All students were sent a pre- and post-test survey, and we compared pre- and post-test results using the chi-square test, with a two-tailed P-value < 0.05 considered statistically significant. RESULTS: All of the 94 course participants completed both the pre- and post-tests. Of the 23 non-participants, 16 (70%) completed both pre- and post-tests. Almost all (99%) respondents reported some prior ultrasound exposure, but only 34% had previously performed at least one core procedure with ultrasound guidance. Among participants, we found a 13% average increase in knowledge score (P < 0.05) between pre- and post-tests; there was no significant change in knowledge score among non-participants. Among participants, we also found an increase in positive attitudes (P < 0.05 for two of three questions) and an increased comfort level with procedural ultrasound (P < 0.05 for all three questions). DISCUSSION: A one-day course can impact medical student knowledge, attitudes and comfort with the use of ultrasound for procedural guidance. CONCLUSION: Further research is needed to assess long-term outcomes and explore alternative educational modalities.
INTRODUCTION: Given the ubiquity of procedural ultrasound in clinical practice, the importance of exposing medical students to the topic is increasingly relevant. We examined final-year medical student knowledge, attitudes and comfort level with procedural ultrasound before and after a one-day course. METHODS: This was a prospective cross-sectional survey of final-year students at a single university. We collected data regarding ultrasound experience, career goals and knowledge of procedural ultrasound, as well as attitudes and comfort (each assessed with three questions using a Likert scale). All students were sent a pre- and post-test survey, and we compared pre- and post-test results using the chi-square test, with a two-tailed P-value < 0.05 considered statistically significant. RESULTS: All of the 94 course participants completed both the pre- and post-tests. Of the 23 non-participants, 16 (70%) completed both pre- and post-tests. Almost all (99%) respondents reported some prior ultrasound exposure, but only 34% had previously performed at least one core procedure with ultrasound guidance. Among participants, we found a 13% average increase in knowledge score (P < 0.05) between pre- and post-tests; there was no significant change in knowledge score among non-participants. Among participants, we also found an increase in positive attitudes (P < 0.05 for two of three questions) and an increased comfort level with procedural ultrasound (P < 0.05 for all three questions). DISCUSSION: A one-day course can impact medical student knowledge, attitudes and comfort with the use of ultrasound for procedural guidance. CONCLUSION: Further research is needed to assess long-term outcomes and explore alternative educational modalities.
Authors: Sishir Rao; Lodewijk van Holsbeeck; Joseph L Musial; Alton Parker; J Antonio Bouffard; Patrick Bridge; Matt Jackson; Scott A Dulchavsky Journal: J Ultrasound Med Date: 2008-05 Impact factor: 2.153
Authors: Truman J Milling; John Rose; William M Briggs; Robert Birkhahn; Theodore J Gaeta; Joseph J Bove; Lawrence A Melniker Journal: Crit Care Med Date: 2005-08 Impact factor: 7.598