Does ultrasound training boost Year 1 medical student competence and confidence when learning abdominal examination?

Butter, John; Grant, Thomas; Egan, Mari E.; Kaye, Marsha; Wayne, Diane B.; Carrión-Carire, Violeta; McGaghie, William C.

doi:10.1111/j.1365-2923.2007.02848.x

Cited by 136 publications

(144 citation statements)

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“…[7][8][9][10] Two medical schools that taught ultrasound early in the medical school curriculum restricted it to anatomy courses without bedside clinical applications. 9,11 However, this study demonstrates the feasibility and acceptability of ultrasound use among second year students in an integrated physical diagnosis course.…”

Section: Discussionmentioning

confidence: 99%

“…A few medical schools have performed pilot projects teaching ultrasound to smaller groups of students with class sizes ranging from 5-176 students. [6][7][8][9][10][11][12][13][14] Unlike our project, most of these schools limited ultrasound teaching to senior medical students. [7][8][9][10] Two medical schools that taught ultrasound early in the medical school curriculum restricted it to anatomy courses without bedside clinical applications.…”

Section: Discussionmentioning

confidence: 99%

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

et al. 2010

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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

et al. 2010

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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: 98%

“…This was reaffirmed in focus groups where students commented that the haptic experience of scanning their peers aided image orientation and interpretation. Several pilot studies 19,[22][23][24][25] and studies with student cohorts 5,7,18,26 show that, with focussed training, students can gain sufficient scanning proficiency for clinical examination. However, Sweetman et al 12 caution that infrequent scanning opportunities encourage confidence without skill development, since ultrasound scanning did not improve students' performance in clinical examinations.…”

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

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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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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“…A crossover design mitigates the potential bias of a small sample size and can ensure equal educational opportunities by making each subject his or her own case and control. 16,17 Another ethical challenge in EM education research is the potential conflict of interest for the faculty member in the dual role of educator and researcher. For these individuals, there exists a tension, and potential conflict of interest, between meeting the challenges of answering a research question and fulfilling the responsibilities of serving as a teacher and mentor.…”

Section: Ethical Challengesmentioning

confidence: 99%

Ethical Considerations in Education Research in Emergency Medicine

Kraus

Guth

Richardson

et al. 2012

Academic Emergency Medicine

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The 2012 Academic Emergency Medicine consensus conference on education research in emergency medicine (EM) addressed various issues, including that of ethics in medical education research for EM. Education research in EM is essential to patient care and safety, and with recent advances in simulation and the advent of the Milestones project, it will become even more vital. Education research in EM is guided by the same principles that guide the ethical conduct of all human subjects' research: respect for persons, beneficence, and justice. Regulatory provisions and widely accepted ethical standards provide a framework for research in EM education; however, special considerations exist for education research. To ensure patient and trainee safety and to maintain the integrity of new knowledge, ethical considerations should remain at the forefront of EM education research. For EM education researchers, recognition of the vulnerability of residents, medical students, and others as research subjects is paramount. This article fills an important gap by outlining the principles guiding education research in EM, exploring the ethical challenges and approaches to education research, and offering a framework and future directions for the ethical conduct of education research in EM.ACADEMIC EMERGENCY MEDICINE 19:1328-1332 © 2012 by the Society for Academic Emergency Medicine E ducation research in emergency medicine (EM) is essential to patient care and safety. Over the past decade, EM education research has developed significantly, with evaluations of high-fidelity simulation training, the development of medical education fellowship training and a focus on sharing and implementing best practices in EM training. The Council of EM Residency Directors (CORD) defines EM education research as "scientific investigation designed to furnish new knowledge relating to emergency medicine education."1 The goal of EM education research is to define how to most effectively and efficiently prepare competent and compassionate emergency physicians (EPs) in the cognitive, procedural, and professional competencies outlined in the Accreditation Council for Graduate Medical Education (ACGME) core competencies and elucidated in the Model of the Clinical Practice of Emergency Medicine. 2The recently released EM Milestones highlight the central role of providing objective measures of effective, feasible, and accountable education in EM.3 Evaluating the progression of learners through specialty-specific milestones might result in the identification and remediation of learners who require additional professional development. 4 However, maximizing the potential of the milestones for producing well-trained EPs will depend on rigorous scientific evaluation of educational interventions, programs, and curricula. Investigations of how to best meet the objectives of the milestones for residents in training will be a priority for EM research in the near future.Education research in EM is guided by the same principles that guide the ethical conduct o...

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Does ultrasound training boost Year 1 medical student competence and confidence when learning abdominal examination?

Abstract: Ultrasound training as an adjunct to traditional means of teaching abdominal examination improves students' physical examination technique after students have acquired skills with basic examination manoeuvres.

Cited by 136 publications

References 13 publications

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

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

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

Ethical Considerations in Education Research in Emergency Medicine

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