Integration of a Low‐Cost Introductory Ultrasound Curriculum Into Existing Procedural Skills Education for Preclinical Medical Students

Maloney, Lauren; Zach, Kristen; Page, Christopher R.; Tewari, Neera; Tito, Matthew; Seidman, Peggy A.

doi:10.7863/ultra.16.03108

Cited by 6 publications

(7 citation statements)

References 16 publications

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“…Early education is key to promoting the use of ultrasound. As previously discussed, medical school is an opportunity to foster familiarity with the equipment and imaging fundamentals . When medical students are taught ultrasound instrumentation and care of the equipment during medical school, they are better equipped to focus the use of ultrasound when they transition into graduate medical training.…”

Section: Discussion Groupsmentioning

confidence: 99%

Proceedings: Beyond Ultrasound First Forum on Improving the Quality of Ultrasound Imaging in Obstetrics and Gynecology

Benacerraf

Minton

Benson

et al. 2018

J of Ultrasound Medicine

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The Beyond Ultrasound First Forum was conceived to increase awareness that the quality of obstetric and gynecologic ultrasound can be improved, and is inconsistent throughout the country, likely due to multiple factors, including the lack of a standardized curriculum and competency assessment in ultrasound teaching. The forum brought together representatives from many professional associations; the imaging community including radiology, obstetrics and gynecology, and emergency medicine among others; in addition to government agencies, insurers, industry, and others with common interest in obstetric and gynecologic ultrasound. This group worked together in focus sessions aimed at developing solutions on how to standardize and improve ultrasound training at the resident level and beyond. A new curriculum and competency assessment program for teaching residents (obstetrics and gynecology, radiology, and any other specialty doing obstetrics and gynecology ultrasound) was presented, and performance measures of ultrasound quality in clinical practice were discussed. The aim of this forum was to increase and unify the quality of ultrasound examinations in obstetrics and gynecology with the ultimate goal of improving patient safety and quality of clinical care. This report describes the proceedings of this conference including possible approaches to resident teaching and means to improve the inconsistent quality of ultrasound examinations performed today.

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Section: Discussion Groupsmentioning

confidence: 99%

Proceedings: Beyond Ultrasound First Forum on Improving the Quality of Ultrasound Imaging in Obstetrics and Gynecology

Benacerraf

Minton

Benson

et al. 2018

J of Ultrasound Medicine

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“…The assessment puzzle phantom used for pretest and posttests contained a structure combining all four instructional elements ( Fig. 1e) and was filled with visually opaque gelatin [14] (For every 600 mL water: 2 envelopes of unflavored gelatin (Knox; Kraft Foods, Northfield, IL), 2 boxes of black cherry gelatin (Jell-O; Kraft Foods Group, INC, Northfield, IL), and 2 boxes of berry blue gelatin (Jell-O; Kraft Foods Group, INC, Northfield, IL)).…”

Section: Phasementioning

confidence: 99%

Use of gelatin puzzle phantoms to teach medical students isolated ultrasound transducer movements and fundamental concepts

Maloney

Seidman²,

Zach³

et al. 2020

BMC Med Educ

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Background: Psychomotor skills related to the use of medical ultrasound are a fundamental, but often overlooked component of this ubiquitous medical imaging technology. Although discussions of image production/orientation, sonographic planes, and imaging/scanning techniques are common in existing literature, these discussions rarely address practical skills related to these basic concepts. The cognitive load of transducer movements and machine operation, in conjunction with learning the ultrasound representation of anatomy, may overwhelm a novice learner. Our goal was to develop and evaluate a set of ultrasound puzzle phantoms for students to use as they learn isolated, specific transducer movements and sonographic concepts. We intentionally created phantoms that contain objects that are likely familiar to students to reduce the cognitive load associated with simultaneously learning the ultrasound interpretation of anatomy. Methods: This preliminary evaluation of our novel, homemade, gelatin ultrasound puzzle phantoms was performed using pretests and posttests obtained by scanning an assessment phantom, and student questionnaires. Two phases of training and testing occurred with feedback from Phase 1 allowing for refinement of the puzzles and techniques for testing. Skills taught and evaluated included probe rotation, depth assessment, sliding, and tilting. Results: Twenty-eight students attended the Phase 1 training session with positive trends in students' abilities to use rotation, sliding, and tilting to answer questions, while only depth showed statistically significant improvements (p = 0.021). Overall students agreed the experience a productive use of time (86%), was beneficial (93%), and would recommend to others (93%). Fifteen (54%) students returned 3 months later. There was no significant decay in skills obtained from the prior training session. In Phase 2, 134 medical students participated, and 76 (57%) completed an online questionnaire. A majority of students agreed they had a better understanding of rotation (83%), depth (80%), sliding (88%) and tilting (55%). Similar to Phase 1, many students (75%) felt the experience was beneficial. Conclusions: This preliminary study gave us insight into student opinions, as well as information to guide future scalability and development of additional ultrasound puzzle phantoms to aid in medical student education of isolated transducer movements and sonographic concepts prior to imaging human anatomy.

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“…knobology), develop motor skills, and practice ultrasound-guided procedures prior to an actual patient encounter. [2][3][4] Phantom training has the added benefits of minimizing the use of live animal models and allowing for active, self-directed learning. While commercially produced models can closely replicate anatomical regions, 5,6 cost-effective and homemade models have also proven to be efficacious training instruments.…”

Section: Introductionmentioning

confidence: 99%

Modified B‐QUIET scoring of kidney images acquired by veterinary students in live canines with versus without sequential practice on ultrasound phantoms

Cheney

Voges

Ritter

et al. 2022

Vet Radiology Ultrasound

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Ultrasound phantoms are training tools that can help students learn basic ultrasound principles. The purpose of this prospective cohort design study was to determine whether preclinical veterinary students in a curriculum with more phantom training sessions acquire better-quality ultrasound images of kidneys in live canines compared with students in a curriculum without sequential phantom training sessions. In clinical skills labs, 132 second-year (2VM) and 130 third-year (3VM) veterinary students obtained sagittal and transverse images of the left kidney of healthy, student-owned dogs. Images were graded on proper identification/orientation, technique, and image anatomy using a modified Brightness Mode Quality Ultrasound Imaging Examination Technique, a modified standardized ultrasound interpretation scale. A two-sample ttest was used to compare 2VM and 3VM performance. 2VM students were inaugural members of a redesigned curriculum and had previously participated in eight clinical skills labs involving hands-on ultrasound practice using phantoms and live animals prior to this study. The 3VM students were the final members of the prior curriculum and had previously participated in a single ultrasound lab using phantoms and a single ultrasound lab using live animals. For Identification/Orientation categories, 2VM students acquired slightly but statistically significantly better transverse images (P = 0.04). There were no significant differences between identification/orientation tasks for sagittal images or for technique and image anatomy categories. The findings indicate that future studies assessing more sensitive evaluation tools and serial evaluation of students may be beneficial in monitoring student competency and assist in evaluating the role of phantoms in ultrasound training in the veterinary curriculum.

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Integration of a Low‐Cost Introductory Ultrasound Curriculum Into Existing Procedural Skills Education for Preclinical Medical Students

Cited by 6 publications

References 16 publications

Proceedings: Beyond Ultrasound First Forum on Improving the Quality of Ultrasound Imaging in Obstetrics and Gynecology

Proceedings: Beyond Ultrasound First Forum on Improving the Quality of Ultrasound Imaging in Obstetrics and Gynecology

Use of gelatin puzzle phantoms to teach medical students isolated ultrasound transducer movements and fundamental concepts

Modified B‐QUIET scoring of kidney images acquired by veterinary students in live canines with versus without sequential practice on ultrasound phantoms

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