Integration of medical imaging including ultrasound into a new clinical anatomy curriculum

Abstract

In 2008 a new clinical anatomy curriculum with integrated medical imaging component was introduced into the University of Sydney Medical Program. Medical imaging used for teaching the new curriculum included normal radiography, MRI, CT scans, and ultrasound imaging. These techniques were incorporated into teaching over the first two years of the program as a part of anatomy practical sessions, in addition to dedicated lectures and tutorials given by imaging specialists. Surveys were conducted between 2009 and 2012 to evaluate the student acceptance of the integration. Students were asked to rate individual activities as well as provide open-ended comments. The number of students who responded to the surveys varied from 40% to 98%. Over 90% of the respondents were satisfied with the overall quality of teaching in the anatomy units. In summary, 48% to 63% of the responding students thought that the specialist imaging lectures helped them learn effectively; 72% to 77% of students thought that the cross-sectional practical sessions helped them to better understand the imaging modalities of CT, MRI, and ultrasound; 76% to 80% of students considered hands-on ultrasound session to be useful in understanding the application of ultrasound in abdominal imaging. The results also revealed key similarities and differences in student perceptions of the new integrated curriculum for students with both a high and low prior exposure to anatomy. Further evaluation will aid in refining the integrated medical imaging program and providing its future direction.

Specializing Anatomy - Developing an Integrated Radiological Anatomy Module for the First Year Medical Students

“…Majority of the students graded 3/5 and 4/5, depicting that they can appreciate the relevance of the module. Our findings were in concordance with another study [39], where between 57% and 60% of students agreed or strongly agreed that radiology lectures helped them learn effectively, producing a mean Likert rating of 3.4 to 3.6. Also in the same study (39), between 75% and 87% of students agreed or strongly agreed that the cross-sectional sessions were a helpful introduction to the interpretation of medical imaging of thorax, head and neck, with a mean Likert rating of 4.0 to 4.2.…”

“…Our findings were in concordance with another study [39], where between 57% and 60% of students agreed or strongly agreed that radiology lectures helped them learn effectively, producing a mean Likert rating of 3.4 to 3.6. Also in the same study (39), between 75% and 87% of students agreed or strongly agreed that the cross-sectional sessions were a helpful introduction to the interpretation of medical imaging of thorax, head and neck, with a mean Likert rating of 4.0 to 4.2. Similarly, 72% to 77% of students agreed or strongly agreed the cross-sectional practical sessions helped them to better understand the imaging modalities of CT, MRI and ultrasound, with a mean Likert rating of 3.9 to 4.0 [39].…”

“…Also in the same study (39), between 75% and 87% of students agreed or strongly agreed that the cross-sectional sessions were a helpful introduction to the interpretation of medical imaging of thorax, head and neck, with a mean Likert rating of 4.0 to 4.2. Similarly, 72% to 77% of students agreed or strongly agreed the cross-sectional practical sessions helped them to better understand the imaging modalities of CT, MRI and ultrasound, with a mean Likert rating of 3.9 to 4.0 [39]. In another study [11], students felt that three-dimensional imaging and post-processing helped to better understand difficult anatomical topics and topographical relations.…”

Anatomi Egitiminde Radyolojik ve Klinik Anatominin Yeri: Ogrenci Gorusleri

“…Son yıllarda anatomi eğitiminin klinik bilgiler ve radyolojik görüntüler ile harmanlanması, öğrencilerin anatomiye daha iyi anlamalarını sağlamakta ve gelecekte nelerle karşılaşabilecekleri konusunda fikir vermesi nedeniyle giderek önem kazanmaktadır (3). Yıllardır tıp eğitiminde radyolojik ve klinik anatomi derslerinin önemi ve bu derslerin verilmesi gerekiyorsa, hangi dönemlerde verilmesinin daha uygun olacağı tartışılmaktadır (4)(5)(6)(7)(8)(9)(10)(11)(12). Bu görüşten yola çıkılarak, Gazi Üniversitesi Tıp Fakültesinde hem derslerin daha verimli geçmesi, hem de öğrencilerin klinik döneme uyum sağlayabilmeleri açısından 2000 yılından beri 1. ve 2. sınıflarda anatomi eğitim programı içerisinde klinik ve radyolojik anatomi bilgileri verilmektedir.…”

Management of Post-Traumatic Complications by Interventional Ultrasound: a Review

“…In order to overcome such frequent objection, many scientific societies and medical schools have empowered their core curricula with US anatomy courses and FAST courses, training a growing number of future doctors to use US in the everyday clinical practice [15][16][17]. Consequently, surgeon trainees soon became surgeon trainers [6].…”