Introduction of basic obstetrical ultrasound screening in undergraduate medical education

Hamza, A; Solomayer, Erich‐Franz; Takács, Zoltán; Juhasz-Boes, I.; Joukhadar, Ralf; Radosa, Julia Caroline; Mavrova, R.; Marc, W.; Volk, Thomas; Meyberg-Solomayer, G

doi:10.1007/s00404-015-4002-9

Cited by 18 publications

(18 citation statements)

References 18 publications

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“…Related justifications include the following: (i) as it is an ‘operator‐dependent’ imaging technology, ultrasound skills are difficult and time‐consuming to learn; (ii) clinicians in practice may find the acquisition of a new skill more difficult as a result of time constraints or different learning needs, and (iii) postgraduate programmes may not have the capacity to provide basic ultrasound training and also teach advanced applications. Variations of this rationale are found in 51 articles (e.g …”

Section: Resultsmentioning

confidence: 99%

“…Variations of this rationale are found in 51 articles (e.g. 3,5,22,23,35,46,53,56,[76][77][78][79][80][81][82]. A typical expression of this rationale is: 'Given its growing importance, it is time for the medical education community to debate whether the lack of ultrasound training is a disservice to future generations of medical students by depriving [them of] their opportunity to learn the clinical skills of the twenty-first century.'…”

Section: Rationale 3: Ultrasound Improves Medical Students' Diagnostimentioning

confidence: 99%

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Ultrasound in undergraduate medical education: a systematic and critical review

et al. 2017

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IntroductionPoint-of-care ultrasound (POCUS) use in clinical care is growing rapidly, and advocates have recently proposed the integration of ultrasound into undergraduate medical education (UME). The evidentiary basis for this integration has not been evaluated critically or systematically. In this study, we conducted a critical and systematic review framed by the rationales enumerated by advocates of ultrasound in UME in academic publications. MethodsThis research was conducted in two phases. First, the dominant discursive rationales for the integration of ultrasound in UME were identified using techniques from Foucauldian critical discourse analysis (CDA) from an archive of 403 academic publications. We then sought empirical evidence in support of theses rationales, using a critical synthesis methodology also adapted from CDA. ResultsWe identified four dominant discursive rationales, with different levels of evidentiary support. Ultrasound was not demonstrated to improve students' understanding of anatomy. The benefit of ultrasound in teaching physical examination was inconsistent, and rests on minimal evidence. With POCUS, students' diagnostic accuracy was improved for certain pathologies, but findings were inconsistent for others. Finally, the rationale that ultrasound training in UME will improve quality of patient care was difficult to evaluate. DiscussionOur analysis has shown that the frequently repeated rationales for the integration of ultrasound in UME are not supported by a sufficient base of empirical research. The repetition of these dominant discursive rationales in academic publications legitimizes them and may preclude further primary research. Since the value of clinical ultrasound use by medical students remains unproven, educators must consider whether the associated financial and temporal costs are justified or whether more research is required.

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Section: Resultsmentioning

confidence: 99%

Section: Rationale 3: Ultrasound Improves Medical Students' Diagnostimentioning

confidence: 99%

Ultrasound in undergraduate medical education: a systematic and critical review

et al. 2017

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“…These benefits are particularly impressive when benchmarked against postgraduate medical practitioners using either physical examination [69,70] or ultrasound [71,72]. The obstetric ultrasound study of Hamza et al is notable for its use German Society of Ultrasound in Medicine (DEGUM) guidelines as the source material for student teaching, and for its use of a standardised teaching approach [73]. Amini et al [74] report the teaching of ultrasound centred around a clinical problem-based theme, that of hypotension.…”

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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“…While it could be argued that students would recognize the questions in their post-course evaluation, we did not inform them about the right answers or their scores before or after the course to ensure that they -and students taking the seminar in the futureremained blind to the results. A similar approach has been used by other authors [11,12]. Most of the students also considered dermatologic ultrasound to be helpful in studying dermatology as a subject (LS 1.90; 80 % agree or strongly agree).…”

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confidence: 82%