Can anatomists teach living anatomy using ultrasound as a teaching tool?

Jurjus, Rosalyn A.; Dimorier, Kathryn; Brown, Kirsten; Slaby, Frank; Shokoohi, Hamid; Boniface, Keith; Liu, Yiju Teresa

doi:10.1002/ase.1417

Cited by 66 publications

(78 citation statements)

References 26 publications

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“…Such programs do require a significant initial investment in terms of faculty, equipment and administration; however, if your medical school does not have the resources for this initial investment, the evidence is there to support integrating ultrasound into one topic in the curriculum such as anatomy and building out from this as resources allow. A recurring theme in the papers that employed ultrasound to teach anatomy was the use of ultrasound to teach 'living anatomy' [25][26][27].…”

Section: Discussionmentioning

confidence: 99%

“…Gradl-Dietsch et al [98] found no effect of gender on either objective performance during assessment or subjective preference when learning ultrasound. [25][26][27][28][29][30]. US supported teaching addressed cardiac anatomy [33][34][35] most commonly, and several other organ systems [30,32,36].…”

Section: Learning Category-incorporation Of Ultrasound Into Teaching mentioning

confidence: 99%

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A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

et al. 2017

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Introduction Increasingly, medical schools are integrating Point of Care Ultrasound (POCUS) into their curricula. This review investigated the available literature on how best to integrate POCUS in the teaching of medical students and the benefits of doing so. Methods Given the heterogeneous literature that has emerged on POCUS education, a scoping review was conducted. Relevant medical databases, including PubMed, MEDLINE, PsycINFO, EMBASE and CINAHL, were searched between January 1980 and August 2016, using keywords identified by the authors. Inclusion criteria were as follows: prospective or retrospective studies, observational or intervention studies, and studies describing how medical students learn to use ultrasound. Results The literature search yielded 593 articles, of which 128 met the inclusion criteria. Studies that met the inclusion criteria were sub-categorised under the following headings: those that described or evaluated an ultrasound curriculum, those that employed ultrasound as a means of teaching another topic in the curriculum (i.e., anatomy, physical examination, physiology, invasive procedures), those that investigated the learning curve of ultrasound education and those that employed adjuncts or peer mentoring to teach ultrasound. Conclusions The reviewed literature indicates that the integration of ultrasound in undergraduate medical education is both feasible and beneficial to medical students. This article is intended to inform medical educators aiming to integrate ultrasound into their medical school curricula.

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Section: Discussionmentioning

confidence: 99%

Section: Learning Category-incorporation Of Ultrasound Into Teaching mentioning

confidence: 99%

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

et al. 2017

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“…The US examination consisted of a systematic longitudinal and transverse multiplanar examination of knee [group 1] and MCP joints [group 2] using a real-time scanner (Logiq E9, GE Medical Systems Ultrasound and Primary Care Diagnostics, Wauwatosa, WI, USA) equipped with a multi-frequency linear matrix array transducer (6)(7)(8)(9)(10)(11)(12)(13)(14)(15). Machine settings were optimized before the study and standardized for the whole study.…”

Section: Methodsmentioning

confidence: 99%

“…Employed in many countries, including Spain, the technique is more sensitive and accurate than the physical examination in detecting inflammation in limb joints [4,5]. Furthermore, MSUS has proven to be a useful tool in helping medical undergraduates broaden their understanding of anatomy [6][7][8]. Its use has extended to areas other than rheumatology to enable physicians another perspective on internal structures.…”

Section: Introductionmentioning

confidence: 99%

Musculoskeletal ultrasound: an effective tool to help medical students improve joint inflammation detection?

et al. 2016

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Aim: The objective of this study was to evaluate whether musculoskeletal (MS) ultrasound (US) can be useful in helping medical students to detect joint inflammation through physical examination. Material and methods: The study was performed by two groups of four 6 th year medical students. None had received any previous training in the clinical examination of joints or the use of ultrasound. Students were put through a 5-session training programme on the clinical detection of either knee [group 1] or metacarpophalangeal (MCP) [group 2] inflammation. After an initial training session on physical examination of normal and inflamed joints, the students examined 170 joints from 41 patients attending the hospital outpatient clinic in 4 separate sessions. The same joints were assessed for synovitis with US with the ensuing data compared to that of the students and analyzed for concordance with Cohen's unweighted kappa. Results: In total 60 knees [group 1] and 110 MCP [group 2] were evaluated. The agreement between the presence of arthritis detected by the students in the four sessions and the presence of synovitis detected by US improved from the session I to sessions III with a marked improvement in the last session. Conclusions: MSUS may be an effective technique for helping students to acquire the ability to detect joint inflammation.

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“…Clinical, or living, anatomy, with the use of living models, has also increased as our understanding of the relationship between the outside and inside of the body has improved, with many schools for instance advocating the use of ultrasound teaching, for instance in anatomy of the neck [24,25] and heart [26].…”

Section: The 19mentioning

confidence: 99%

Teaching Anatomy; Dissecting its Delivery in Medical Education

Jordan¹,

Griffin²,

Phillips³

et al. 2016

MEDJ

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Anatomy has long been a topic of interest amongst both those in medicine and those not. The understanding of biology, in terms of the function and structure of the organs and other structures of the body, has dramatically changed over time, and has been closely related to both scientific improvement and religious feeling.There is no doubt that gross anatomy is one of the preclinical cornerstones of medical education, but the way in which it has been taught has changed over the years. As early as the 16 th century, Vesalius stated that anatomy could only be taught by dissection, however, alternative options for cadaveric study are certainly more available now than when this statement was made.Current teaching methods incorporate the tried and tested cadaveric based dissection, but has more recently been super ceded by the use of computer based imaging and the change to self-orientated or problem based learning. The shift towards the latter has led to a perceived suffering to the gain of anatomical and pathological knowledge of new doctors and surgeons. This paper aims to describe the history of anatomy teaching and review the current evidence for and against the current methods used for its deliverance.Keywords: Anatomy, Medical education, Surgical practice, Teaching. ANATOMY; WHY BOTHER?Human anatomy refers specifically to the consideration of the various structures that make up the human body. This can be separated into systematic or regional anatomy sections; the first describing certain characteristics for instance osteology; focusing on the human skeleton, and angiology; looking at the vascular system. The latter description, regional anatomy, takes into account all of the individual systems and notes how they interact and function together in a certain region e.g. the lower limb, or the thorax. In addition to this anatomy encompasses both adult and embryological anatomy, as well as applied and clinical anatomy; the direct application of the pathological conditions which may occur, and a practical application of anatomy [1].There is no doubt that gross anatomy is one of the preclinical cornerstones of medical education [2,3]. Every doctor must grasp the concepts of anatomy to aid in appropriate diagnosis and management of their patient, as well as communication with peers and patients, and it comes as no surprise that anatomy and surgical practice must be interrelated.Doctors need to have a firm understanding of anatomy and this should be based on a theoretical knowledge, a practical 3D application of this knowledge, as well as an appropriate bedside or clinical application on the patient [4].Current perception is that anatomy knowledge in inadequate, with a belief amongst senior surgical program directors in the UK feeling that knowledge of anatomy was lacking, or in need of a refresher course, in a total of 91% of new doctors. This was further supplemented with 52% feeling that anatomical knowledge was significantly less in new Likewise, there has been an increase in anatomical competence related...

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Can anatomists teach living anatomy using ultrasound as a teaching tool?

Cited by 66 publications

References 26 publications

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

Musculoskeletal ultrasound: an effective tool to help medical students improve joint inflammation detection?

Teaching Anatomy; Dissecting its Delivery in Medical Education

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