Development and Evaluation of Methodologies for Teaching Focused Cardiac Ultrasound Skills to Medical Students

Cawthorn, Thomas R.; Nickel, Curtis; O’Reilly, Michael S.; Kafka, Henryk; Tam, James W.; Jackson, Lynel C.; Sanfilippo, Anthony J.; Johri, Amer M.

doi:10.1016/j.echo.2013.12.006

Cited by 101 publications

(117 citation statements)

References 23 publications

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“…Other studies have shown that medical students are able to quickly acquire ultrasound recordings of good quality on normal test subjects, in optimal conditions with a standard ultrasound machine and PSID after a brief period of training [22,23]. For the assessment of diagnostic accuracy in our study, only acceptable organ images were used.…”

Section: Discussionmentioning

confidence: 99%

Feasibility and accuracy of point-of-care pocket-size ultrasonography performed by medical students

et al. 2014

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BackgroundPoint-of-care ultrasound performed by clinicians is a useful supplement in the treatment and assessment of patients. We aimed to investigate whether medical students with minimal training were able to successfully acquire and interpret ultrasound images using a pocket-size imaging device (PSID) as a supplement to their clinical practice.MethodsThirty 5th year (of six) medical students volunteered to participate. They were each given a personal PSID device to use as a supplement to their physical examination during their allocated hospital terms. Prior to clinical placement the students were given three evenings of hands-on training with PSID by a board certified radiologist/cardiologist, including three short lectures (<20 min). The students were shown basic ultrasound techniques and taught to assess for basic, clinically relevant pathology. They were specifically instructed to assess for the presence or absence of reduced left ventricular function (assessed as mitral annular excursion < 10 mm), pericardial effusion, pleural effusion, lung comets, hydronephrosis, bladder distension, gallstones, abdominal free-fluid, cholecystitis, and estimate the diameter of abdominal aorta and inferior vena cava.ResultsA total of 211 patients were examined creating 1151 ultrasound recordings. Acceptable organ presentation was 73.8% (95% CI 63.1-82.6) for cardiovascular and 88.4% (95% CI: 80.6-93.6) for radiological structures. Diagnostic accuracy was 93.5% (95% CI: 89.0-96.2) and 93.2% (95% CI: 87.4-96.5) respectively.ConclusionMedical students with minimal training were able to use PSID as a supplement to standard physical examination and successfully acquire acceptable relevant organ recordings for presentation and correctly interpret these with great accuracy.

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Section: Discussionmentioning

confidence: 99%

Feasibility and accuracy of point-of-care pocket-size ultrasonography performed by medical students

et al. 2014

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“…Dinh et al [46] found that students that had ultrasound incorporated into their physical examination curriculum obtained greater OSCE scores than a cohort of students that took the exams prior to the introduction of ultrasound, in the same medical school. The educational interventions found here range from those that teach students to scan a wide range of anatomy [47,48] or regional anatomy [49] to more focused exams of the vascular [50][51][52], abdominal [53][54][55], head and neck [56], cardiac [57,58] and respiratory [59] systems. Some institutions taught students ultrasound-specific protocols such as FAST [60][61][62] or USEFUL [63] scans.…”

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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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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“…Moreover, students showed increased knowledge in the subject material at hand, as evaluated by pre-and post-lecture knowledge assessment [11,[13][14][15]17,19,21,22,24,25,27,[29][30][31][32]. Finally, multiple studies demonstrated that knowledge was equivalent (or better) between students learning through online lectures compared to traditional learning modalities, such as live didactic lectures [8,9,12,19,22,23,25,28,[33][34][35][36][37][38], with the exception of one study that found superior student knowledge acquisition from live lectures [39].…”

Section: Assessment Of Learning Outcomesmentioning

confidence: 99%

Online Lectures in Undergraduate Medical Education: Scoping Review (Preprint)

Tang¹,

Coret²,

Qureshi³

et al. 2017

Preprint

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Background: The adoption of the flipped classroom in undergraduate medical education (UME) calls on students to learn from various self-paced tools -including online lectures -before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. Objective: To understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. Methods: This scoping review followed the methodology outlined by Arksey and O'Malley (2005). MEDLINE, PsycINFO, Education Source, Francis, and ProQuest were searched to find articles from 2006 to 2016 related to online lecture use in UME. Results: 45 articles met inclusion criteria. Online lectures are used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles is seldom reported. Almost all studies describe high student satisfaction and improvement on knowledge tests following online lecture use. Conclusions: Integration of online lectures into UME is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential.

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Development and Evaluation of Methodologies for Teaching Focused Cardiac Ultrasound Skills to Medical Students

Cited by 101 publications

References 23 publications

Feasibility and accuracy of point-of-care pocket-size ultrasonography performed by medical students

Feasibility and accuracy of point-of-care pocket-size ultrasonography performed by medical students

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

Online Lectures in Undergraduate Medical Education: Scoping Review (Preprint)

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