National Ultrasound Curriculum for Medical Students

Baltarowich, Oksana H.; Salvo, Donald N. Di; Scoutt, Leslie M.; Brown, Douglas L.; Cox, Christian W.; DiPietro, Michael A.; Glazer, Daniel I.; Hamper, Ulrike M.; Manning, Maria A.; Nazarian, Levon N.; Neutze, Janet A.; Romero, Miriam; Stephenson, Jason W.; Dubinsky, Theodore J.

doi:10.1097/ruq.0000000000000066

Cited by 109 publications

(107 citation statements)

References 13 publications

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“…Similar papers have been published in the United States [11,12,16,17]. More recent papers focus on specific organ systems [18].…”

Section: What To Teach?mentioning

confidence: 73%

“…Today, the majority of US educational programs for the extended physical examination in medical schools are organized by clinicians rather than radiologists but historically we remember the central role of radiology. The radiological approach to teaching and training mainly relies on (passive) interpretation of US images and less on the practical skills of image acquisition [11].…”

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confidence: 99%

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Ultrasound student education

Dietrich

2017

Med Ultrason

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Ideally, training in ultrasound (US) should be easily accessible, standardized, systematic and transparent, allowing structured teaching and the acquisition of clinical skills. Conventional US is, generally speaking, the initial imaging modality used worldwide. It has been performed for more than three decades and has provided answers to a wide range of indications (questions) across numerous specialities. US facilitates an interdisciplinary approach and may link other subspecialists. In many countries, conventional US has long been incorporated in basic medical education and subspecialisation programs.Technological advancements have made the US equipment accessible and affordable, with hand-held US devices that are now no bigger than a smart phone [1][2][3]. Moreover, hand-held US has the potential to support the physical examination, validating the clinical findings, may directly answer clinical questions or guide the selection of further investigations [4]. Therefore, US can be regarded as an extension of the physical examination. US devices used in this way have been variously termed echoscopes [2,3,[5][6][7][8], visual stethoscopes [9], or sonoscopes [10] amongst other terms. With this simplified technique not only specific answers can be gained but also handheld US equipment may be utilised as aids to enhance medical student's education.The advantages of US as an extended physical examination are overwhelming, particularly the instant availability of high resolution real-time imaging without the potential risk of exposue to ionizing radiation. Real time imaging allows guidance for interventional procedures, whilst portable small ultrasound equipment allows point of care delivery. As a non-invasive imaging method, US has high patient acceptance. The limitations of ultrasound are obvious: US is highly operator-dependent, specific procedural skills are needed, requiring hands-on training, and ultrasound does not allow examination of all body compartments since air and bone cannot be penetrated.The introduction of ultrasound as part of the medical education has been reported since the early 80's of last century. "Anatomie am Lebenden" (which might be translated as "practical teaching of anatomy") was an early teaching experiment at the Hannover Medical School (MHH, Germany) under the guidance of R. Pabst and H. Lippert. The anatomy department implemented voluntary hands-on ultrasound courses performed by medical students on other students. Medical students participated as subjects, active tutors and teachers to enhance anatomical knowledge. These courses were well received by students. The preclinical use of ultrasound should facilitate and enhance the understanding of anatomy, physiology, pathophysiology and pathology.It has been shown that through its diversity, US fulfils the prerequisites for medical student clinical teaching but its role differs in the various regions of the world. Today, the majority of US educational programs for the extended physical examination in medical schools are organized by clin...

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“…Similar papers have been published in the United States [11,12,16,17]. More recent papers focus on specific organ systems [18].…”

Section: What To Teach?mentioning

confidence: 73%

mentioning

confidence: 99%

Ultrasound student education

Dietrich

2017

Med Ultrason

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“…The program included an instruction on the applications of ultrasound that were most relevant to core third-year clinical rotations and most important to general medical practice as determined by consensus among faculty from radiology, emergency medicine, internal medicine, anesthesiology, surgery, and family medicine. Previously published curricular guidelines were also consulted (18,19). Learning objectives for the course were finalized by the radiology and emergency medicine faculty who coordinate medical student education in ultrasound for the School of Medicine.…”

Section: Interventionmentioning

confidence: 99%

A Near-peer Point-of-care Ultrasound Elective for Medical Students: Impact on Anatomy Knowledge, Perceptions About Ultrasound, and Self-reported Skill Level

et al. 2017

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Rationale and Objectives: We aimed to assess the impact of our institution's recently created point-of-care ultrasound (POCUS) course for preclinical medical students by examining its effect on first-year-level medical knowledge, self-reported skill level, and beliefs regarding the importance of ultrasound in future clinical practice. Materials and Methods:A total of 18 first-year medical students completed a 5-month near-peer-led training program in POCUS consisting of 3-hour teaching sessions (7), 4-hour clinical sessions (10-12), and an independent study. Students completed pre-and postprogram assessments examining (1) student perceptions about ultrasound and its importance to future careers, (2) students' self-reported skill level with ultrasound, and (3) performance on an anatomy and physiology knowledge quiz. Scores and responses were compared to 20 controls. Results:The majority of students believed that ultrasound was useful for learning anatomy and would be important in their future clinical practice. Students who completed our training program tended to perform better than controls on a test of medical knowledge. Despite reporting far fewer hours of formal ultrasound training, control students rated their skill level comparably to POCUS-trained students.Conclusions: This study provides evidence that ultrasound is well received by medical students and may be useful for teaching basic anatomy concepts.

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“…Alternatively, it can be used as a clinical tool in making diagnoses at the bedside. 1 For example, as a preclinical or educational tool, ultrasonography may help learners improve their physical examination techniques (such as those for examining the liver), 2 and it may be used clinically as a diagnostic tool (e.g., for ruling out pneumothoraces). 3 This increasing recognition of the role of point-of-care ultrasound at the bedside, as well as its role as a standard of care in assisting procedural skills such as central venous catheterization, highlights the relevance of clinical ultrasonography to internal medicine training and practice.…”

Section: Résumémentioning

confidence: 99%