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Objective This study compares the utility of palpation-based and ultrasound-guided teaching techniques for subclavian central venous access using formalin-embalmed cadavers. Methods The subclavian veins of 20 formalin-embalmed cadavers were imaged with ultrasound to evaluate vein patency and sonographic clarity prior to venous access. Twenty-three first-year medical students were trained to access the subclavian vein using palpation-based techniques. Training involved ten minutes of didactic orientation and ten minutes of hands-on practical instruction using cadavers. Participant confidence was measured using a 10-point Likert scale on pre- and post-training questionnaires. Objective skills testing for each participant included quantifying the number of skin punctures and recording the time elapsed from skin puncture to fluid flashback into the syringe. Results Participant confidence significantly increased following training in both ultrasound and palpation training groups across all questionnaire items (p < 0.0001). The ultrasound group had less skin punctures (p < 0.001) and less failures (1) than the palpation group (6). Participants in the ultrasound group were more confident than those in the palpation group in their ability to locate the vein and select the optimal site for needle access (p < 0.001). Conclusions Formalin-embalmed cadavers provide a safe and stress-free environment in which to learn subclavian vein access. This method is effective for instructing students to use both palpation and ultrasound-based techniques. Utilizing ultrasound equipment and formalin-embalmed cadavers which are readily available in most medical institutions significantly increases trainee confidence, an essential factor in physician performance that may lead to fewer complications. However, participants also became confident in the palpation-based venous access technique, which would prove useful in cases when ultrasound is unavailable or too time-consuming. Introducing this type of hands-on practice to students early in their medical education may provide them the opportunity to administer their first live-patient clinical procedure with increased confidence in their procedural skillsets.

OBJECTIVES: This brief report examines the feasibility of using formalin-embalmed cadavers in training medical students to use ultrasound guidance to access the subclavian. This novel educational approach is discussed in the context of the ongoing integration of point-of-care ultrasound training into medical education. Additionally, this report explores how cadavers can provide practical, effective, and hands-on skills training opportunities for medical students to learn to perform common clinical procedures under ultrasound guidance. DESIGN: This report presents subjective and objective data evaluating the utility of teaching medical students to perform ultrasound-guided subclavian vein access on formalin-embalmed cadavers. SETTING: Rocky Vista University College of Osteopathic Medicine in Ivins, UT. SUBJECTS: Twenty-five first-year medical students at Rocky Vista University. INTERVENTIONS: None. MEASUREMENTS AND MAIN RESULTS: Pre and posttraining questionnaires were administered to assess each participant’s self-confidence in using ultrasonography to access the subclavian vein of a cadaver. A statistically significant increase in participant self-confidence was observed across all questionnaire items from pre to posttraining. Objective evaluation consisted of a supervised skills test. Participants were evaluated on their ability to visualize the subclavian vein with ultrasound and achieve flashback of blood/embalming fluid into a syringe. During skills testing, the number of needle sticks and the time taken to achieve flashback were recorded for each participant. Twenty-three of the 25 participants were able to successfully complete the skills testing assessment. CONCLUSIONS: The formalin-embalmed cadaver can be a readily available and effective learning tool for medical education programs seeking to provide training opportunities in ultrasound-guided clinical procedures. The use of cadavers allows learners to train in a low stress and anatomically authentic environment without risk of patient discomfort.

(1) Background: Glaucoma is a leading cause of irreversible blindness worldwide. Unfortunately, no noticeable symptoms exist until mid- to late-stage glaucoma, leading to substantial costs to the patient and the healthcare system. (2) Methods: The Student Sight Savers Program, an initiative started at Johns Hopkins University, was designed to meet the needs of community screening for glaucoma. Several medical students at the Rocky Vista University in Saint George, Utah, were trained, and screened patients at local fairs and gathering places using a modified version of this program. Patients found to have elevated pressure (>21 mmHg) or other ocular abnormalities were referred for an ophthalmological examination. (3) Results: Individuals from medically underserved areas/populations (MUA/Ps) were nearly three times as likely to have elevated intraocular pressure as individuals not in underserved areas (p = 0.0141). A further analysis demonstrates that medical students can help reduce medical costs for patients and the healthcare system by providing referrals to ophthalmologists and reaching populations that are not usually screened for glaucoma. (4) Conclusions: Allowing medical students to perform community-based glaucoma screening events in MUA/Ps using handheld tonometers may decrease the cost burden associated with late diagnosis, and raise awareness about glaucoma, especially in underserved populations.