Adding New Tools to the Black Bag—Introduction of Ultrasound into the Physical Diagnosis Course

Afonso, Nelia; Amponsah, David; Yang, James N; Mendez, Jennifer; Bridge, Patrick D.; Hays, Gregory; Baliga, Sudhir; Crist, Karen; Brennan, Simone; Jackson, Matt; Dulchavsky, Scott A.

doi:10.1007/s11606-010-1451-5

Cited by 84 publications

(85 citation statements)

References 13 publications

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“…As others have reported, 2,5,9,12,16 students welcomed the introduction of PU into anatomy teaching, valued opportunities to see and/or use an imaging modality which they anticipated using in the future 6,10,17,18 and (indicative of their enjoyment and perceived value of the sessions) they wanted more frequent and longer US sessions. 2,[9][10][11][12]19 Overall, MS-A students responded more positively than MS-B students.…”

Section: Introduction To Pu As An Imaging Technology and A Teaching Toolmentioning

confidence: 82%

“…Anatomists have anticipated this training need, and in the last decade, a few universities have responded to the increased application and use of Point of Care Ultrasound (PoCUS) by developing full, integrated vertical US curricula. [5][6][7] These curricula were developed with support from US manufacturers who freely supplied PU to the medical schools. Such generous arrangements have not been described in UK universities; this most likely explains the delay in US curriculum development here.…”

Section: Introductionmentioning

confidence: 99%

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Using ultrasound to teach anatomy in the undergraduate medical curriculum: an evaluation of the experiences of tutors and medical students

Patten

2014

Ultrasound

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This paper describes the experiences of staff and students at two UK medical schools, who introduced portable ultrasound (PU) as an imaging technology to deliver clinical anatomy teaching and to aid skill development in interpretation of cross-sectional anatomy (CSA). A sonographer contributed to curriculum design and teaching, but mostly anatomy tutors delivered the teaching. This case study method evaluates staff and student perspectives on the ultrasound-based anatomy teaching. Quantitative data and qualitative data were collected and analysed. Staff were positive about the experience. They described their expectations for students and solutions for practical issues regarding the teaching, but were concerned about their competency in scanning and wanted bespoke training for sonoanatomy teaching. Curriculum development was accelerated through engagement with a sonographer and an ultrasound champion. Students were extremely positive about their experience; they valued the expertise of a sonographer who taught more challenging sonoanatomy, but were equally positive regarding teaching sessions led by well-trained anatomy tutors who taught more simple sonoanatomy. Students affirmed most tutors' expectations that ultrasound could reinforce existing anatomical knowledge, added clinical contextualisation, but not that use of ultrasound (US) assisted in interpreting CSA. Students valued the introduction to the technology and found sonoimage interpretation challenging, but not insurmountable. Students wanted more instruction on ultrasound physics, an expansion of ultrasound curriculum, with smaller groups and opportunities to scan volunteers. These data support the case for the use of PU to deliver anatomy teaching and to prime medical students for later clinical encounters with PU.

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Section: Introduction To Pu As An Imaging Technology and A Teaching Toolmentioning

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Using ultrasound to teach anatomy in the undergraduate medical curriculum: an evaluation of the experiences of tutors and medical students

Patten

2014

Ultrasound

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“…Additionally, focused ultrasonography in the medical school curricula has been shown to augment the development of physical examination skills [24][25][26]. In 2010, Afonso et al [25] showed that second-year medical students at Wayne State University felt that the incorporation of ultrasound into the physical diagnosis course improved their skills in both the physical exam and in sonography.…”

Section: History Of Ultrasound In Undergraduate Medical Educationmentioning

confidence: 99%

“…In 2010, Afonso et al [25] showed that second-year medical students at Wayne State University felt that the incorporation of ultrasound into the physical diagnosis course improved their skills in both the physical exam and in sonography. In a study from the University of Chicago, Decara et al [26] showed that ten fourth-year medical students enrolled in a 4-week course used focused echocardiography in cardiac examinations with improved detection of cardiac conditions and higher accuracy in cardiac auscultation skills.…”

Section: History Of Ultrasound In Undergraduate Medical Educationmentioning

confidence: 99%

Ultrasound in medical education: listening to the echoes of the past to shape a vision for the future

Lane

Lahham

Joseph

et al. 2015

Eur J Trauma Emerg Surg

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learners prefer blended learning where material can be reviewed online and personalize the education on their own time frame. This material combined with hands-on experience and mentorship can be used to develop learners' aptitude in ultrasound. Conclusions As educators embrace this ultrasound technology and integrate it throughout the medical education journey, collaboration across specialties will synthesize a clear path forward when needs and resources are paired with vision and a strategic plan.

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“…Introducing ultrasound into medical training at the resident or even the medical student level improves understanding of anatomy, augments physical diagnostic skills, and facilitates learning of interventional techniques. [21][22][23] Within the field of otolaryngology in particular, ultrasound skills are rapidly becoming invaluable. Not only is ultrasound useful for visualizing the complicated anatomy of the head and neck, but it has also become incredibly useful for diagnosis of conditions including lymphadenopathy, cysts, lipomas, carotid body tumors, thyroid malignancy, salivary gland stones and tumors, and tumors of the oral cavity and airway.…”

Section: Discussionmentioning

confidence: 99%

A Cost‐effective, Gelatin‐Based Phantom Model for Learning Ultrasound‐Guided Fine‐Needle Aspiration Procedures of the Head and Neck

Richardson

Bernard

Dinh

2015

J of Ultrasound Medicine

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ith the rise in popularity of ultrasound imaging, the demand for effective training tools has exponentially increased. Ultrasound models, or phantoms, are widely popular for facilitating the learning of hand-eye coordination needed for ultrasound imaging and ultrasound-guided procedures. Unfortunately, many available ultrasound models are expensive and have limited life spans. 1 Gelatin is frequently used to create phantoms because of its ease of use and low cost, and gelatin models have been used in fields such as anesthesiology, pain management, general surgery, and medicine. [2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17] For the otolaryngologist, as well as other providers treating head and neck disorders, ultrasound in an invaluable tool for visualizing head and neck structures. It provides an inexpensive, radiationfree way to visualize the airway, identify tumors, assess thyroid nodules, and guide fine-needle aspiration of the salivary glands, lymph nodes, and thyroid. 14,18-20 However, similar to other fields of medicine in which ultrasound is used, training tools for head and neck procedures can be expensive and difficult to acquire. With this factor in mind, we developed 2 simple gelatin-based phantom models that can be used for instruction on fine-needle aspiration technique for the head and neck. TECHNICAL INNOVATIONThe rise in popularity of ultrasound imaging has seen a corresponding increase in demand for effective training tools such as phantom models. They are especially useful for teaching and practice of invasive procedures, such as fine-needle aspiration of lesions of the head and neck. We have created 2 gelatin models out of inexpensive, commonly available materials that can be used in sequence to learn head and neck fine-needle aspiration. Fundamental skills can be learned first on the flat, rectangular model, whereas the second, cylindrical model more closely represents human anatomy and can be used to develop more advanced technique.

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Adding New Tools to the Black Bag—Introduction of Ultrasound into the Physical Diagnosis Course

Cited by 84 publications

References 13 publications

Using ultrasound to teach anatomy in the undergraduate medical curriculum: an evaluation of the experiences of tutors and medical students

Using ultrasound to teach anatomy in the undergraduate medical curriculum: an evaluation of the experiences of tutors and medical students

Ultrasound in medical education: listening to the echoes of the past to shape a vision for the future

A Cost‐effective, Gelatin‐Based Phantom Model for Learning Ultrasound‐Guided Fine‐Needle Aspiration Procedures of the Head and Neck

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