Ulf Teichgräber1,2, Maja Ingwersen3, Claudia Ehlers4, Hans-Joachim Mentzel3, Christoph Redies5, Andreas Stallmach6, Wilhelm Behringer7, Orlando Guntinas-Lichius8. 1. Faculty of Medical Education, Friedrich Schiller University, Jena University Hospital, Am Klinikum 1, 07747, Jena, Germany. ulf.teichgraeber@med.uni-jena.de. 2. Department of Radiology, Department of Diagnostic and Interventional Radiology, Friedrich-Schiller-University, Jena University Hospital, Am Klinikum 1, 07747, Jena, Germany. ulf.teichgraeber@med.uni-jena.de. 3. Department of Radiology, Department of Diagnostic and Interventional Radiology, Friedrich-Schiller-University, Jena University Hospital, Am Klinikum 1, 07747, Jena, Germany. 4. Faculty of Medical Education, Friedrich Schiller University, Jena University Hospital, Am Klinikum 1, 07747, Jena, Germany. 5. Institute for Anatomy, Friedrich Schiller University, Jena University Hospital, Teichgraben 7, 07743, Jena, Germany. 6. Department of Internal Medicine IV, Friedrich Schiller University, Jena University Hospital, Am Klinikum 1, 07747, Jena, Germany. 7. Department of Emergency Medicine, Friedrich Schiller University, Jena University Hospital, Am Klinikum 1, 07747, Jena, Germany. 8. Department of Ear, Nose and Throat Medicine, Jena University Hospital, Am Klinikum 1, 07747, Jena, Germany.
Abstract
OBJECTIVE: Ultrasonography (US) has become the first-line imaging modality even for physicians who are not imaging specialists. The progress has not yet been sufficiently considered in medical education. The aim was to develop a curriculum that integrates US as a compulsory part into medical education directly from the start, to build up professional competencies toward residency. METHODS: Development was based on Kern's six-step approach to identify problems, specify needs, define goals, outline strategies, and propose methods. RESULTS: The proposed curriculum follows a spiral course within which students should pass through four levels of training with increasing complexity. Students will be asked to independently prepare for courses by using learning videos. On the first training level, US should be closely linked to anatomy and physiology courses. Competency-centered courses should be held in small groups. On the second level, in the third year of education, students will apply point-of-care ultrasonography concerning multiple medical disciplines. On the third level, they will select a compulsory course in a specialty of their choice, held at five consecutive dates. From then on, US will be conducted in patients. Finally, during the final year, students are expected to use US under pro-active supervision with a large degree of independence and confidence. Throughout the curriculum, the discipline of radiology combines vertically with foundational sciences and horizontally with other medical specialties. CONCLUSION: The conceptual proposal for a longitudinal US curriculum presented here has been developed by radiologists to equip students with competencies needed for contemporary patient care.
OBJECTIVE: Ultrasonography (US) has become the first-line imaging modality even for physicians who are not imaging specialists. The progress has not yet been sufficiently considered in medical education. The aim was to develop a curriculum that integrates US as a compulsory part into medical education directly from the start, to build up professional competencies toward residency. METHODS: Development was based on Kern's six-step approach to identify problems, specify needs, define goals, outline strategies, and propose methods. RESULTS: The proposed curriculum follows a spiral course within which students should pass through four levels of training with increasing complexity. Students will be asked to independently prepare for courses by using learning videos. On the first training level, US should be closely linked to anatomy and physiology courses. Competency-centered courses should be held in small groups. On the second level, in the third year of education, students will apply point-of-care ultrasonography concerning multiple medical disciplines. On the third level, they will select a compulsory course in a specialty of their choice, held at five consecutive dates. From then on, US will be conducted in patients. Finally, during the final year, students are expected to use US under pro-active supervision with a large degree of independence and confidence. Throughout the curriculum, the discipline of radiology combines vertically with foundational sciences and horizontally with other medical specialties. CONCLUSION: The conceptual proposal for a longitudinal US curriculum presented here has been developed by radiologists to equip students with competencies needed for contemporary patient care.
Authors: V Cantisani; C F Dietrich; R Badea; S Dudea; H Prosch; E Cerezo; D Nuernberg; A L Serra; P S Sidhu; M Radzina; F Piscaglia; M Bachmann Nielsen; C Ewertsen; A Săftoiu; F Calliada; O H Gilja Journal: Ultrasound Int Open Date: 2016-03
Authors: Beatrice Hoffmann; Michael Blaivas; Jacques Abramowicz; Michael Bachmann; Radu Badea; Barbara Braden; Vito Cantisani; Maria C Chammas; Xin-Wu Cui; Yi Dong; Odd Helge Gilja; Roman Hari; Hein Lamprecht; Harvey Nisenbaum; Christian Pállson Nolsøe; Dieter Nürnberg; Helmut Prosch; Maija Radzina; Florian Recker; Alexander Sachs; Adrian Saftoiu; Andreas Serra; Sudhir Vinayak; Sue Westerway; Yi-Hong Chou; Christoph F Dietrich Journal: Med Ultrason Date: 2020-05-11 Impact factor: 1.611
Authors: Martin G Tolsgaard; Tobias Todsen; Jette L Sorensen; Charlotte Ringsted; Torben Lorentzen; Bent Ottesen; Ann Tabor Journal: PLoS One Date: 2013-02-28 Impact factor: 3.240