Active Learning of the Floor of Mouth Anatomy with Ultrasound

Abstract

More emphasis is now being placed on active learning in medical education. Ultrasound is an active learning tool that can be used to supplement didactic instruction. This study describes a self‐guided activity for learning floor of mouth ultrasound. Thirty‐three first year medical students learned floor of mouth scan technique and ultrasound anatomy through a brief PowerPoint module. They subsequently performed the scan on a standardized patient. Each student was asked to label the floor of mouth muscles on the image he or she acquired. After the activity, the students were given a quiz on anatomic relationships of the floor of mouth. Perceptions about the activity were collected through a survey. All 33 students obtained a floor of mouth image within a three minute time limit. Twenty‐four (73%) students were able to completely and accurately label the image in time. The mean score on the muscle relationships quiz was 93%. Overall perceptions were very positive with most students expressing a “high” or “very high” level of interest in incorporating similar self‐guided activities within the curriculum. This study showed that it is feasible for students to learn scan technique and recognize relevant ultrasound anatomy in an independent fashion through a brief active learning module. Furthermore, the students found the activity enjoyable. The implication is that similar activities could be developed which would provide additional ways to incorporate active learning strategies.

A review of anatomy education during and after the COVID‐19 pandemic: Revisiting traditional and modern methods to achieve future innovation

“…Active learning methods such as flipped classrooms, problem‐based, team‐based, and case‐based learning, and audience response systems, are learner‐centered methods developed for use beyond traditional large group lectures (Bell et al, 2019; Gleason et al, 2011; Tsang & Harris, 2016). However, some believe that no other type of learning can replace human cadaveric dissection.…”

Musculoskeletal ultrasound training encourages self‐directed learning and increases confidence for clinical and anatomical appreciation of first‐year medical students

“…Some schools have implemented comprehensive ultrasound across all 4 years of medical school with more than four body regions examined (Rao et al, 2008; Hoppmann et al, 2011; Baltarowich et al, 2014; Dreher et al, 2014; Hoppmann et al, 2015). In comparison, other programs have implemented ultrasound training into the first‐year anatomy course with limited examination of only three or fewer body regions examined with ultrasound (Teichgräber et al, 1996; Chiao et al, 2005; Swamy & Searle, 2012; Hammoudi et al, 2013; Bell et al, 2019).…”

Veterinary anatomy teaching from real to virtual reality: An unprecedented shift during COVID‐19 in socially distant era

“…It is followed by routine laboratory sessions including actual exposure to bones in osteology, cadaver dissections and wet animal specimens through face‐to‐face interactive studies. In modern approaches, student‐friendly strategies such as team‐based learning and applied learning are also introduced to improve student collaboration, commitment and shift the focus of teaching from knowledge transmission to knowledge construction by the students during routine classroom method (Bell et al., 2019). The traditional way with improvised learning interactions is still the most preferred way for practical learning of the subject; however, the pandemic changed the scenario completely.…”