Recognition of emerging cardiac diagnoses by echocardiography in 5th-year medical students —  the role of focused e-learning

Gallina, Tomasz; Żuławińska, Barbara; Stępniewski, Jakub; Magoń, Wojciech; Cebula, Grzegorz; Kopeć, Grzegorz

doi:10.33963/kp.a2021.0090

Cited by 1 publication

(1 citation statement)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In recent years, echocardiography education has undergone a transformation, transitioning from traditional textbooks featuring static images to dynamic multimedia education and interactive websites, enhancing learning through interactivity and diverse media support. For example, a study has shown that a routine 10-hour online echocardiographic course can lead to significant improvement in the ability of 5th-year medical students to interpret cardiac echo data [5]. Another research has shown that a combined video-based student-tutor approach can result in similar knowledge acquisition as compared to a faculty staff-led course without media support [6].…”

Section: Introductionmentioning

confidence: 99%

The effect of simulation of sectional human anatomy using ultrasound on students’ learning outcomes and satisfaction in echocardiography education: a pilot randomized controlled trial

Ding,

Chen,

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

Background Effective teaching methods are needed to improve students’ abilities in hand-eye coordination and understanding of cardiac anatomy in echocardiography education. Simulation devices have emerged as innovative teaching tools and exhibited distinctive advantages due to their ability to provide vivid and visual learning experiences. This study aimed to investigate the effect of simulation of sectional human anatomy using ultrasound on students’ learning outcomes and satisfaction in echocardiography education. Methods The study included 18 first-year clinical medical students with no prior echocardiography training. After randomization, they underwent a pre-test to assess basic knowledge. Following this, the students were divided into two groups: traditional teaching (traditional group) and simulation of sectional human anatomy using ultrasound (digital group). Each group received 60 min of instruction. Post-tests were assigned to students at two different time points: immediately after the lecture, and one week later (referred to as post-tests 1, and 2). In addition, anonymous questionnaires were distributed to students after class to investigate their satisfaction with teaching. Results Both groups showed significant improvement in their scores on post-test 1 compared to pre-test (traditional group: from 33.1 ± 8.8 to 48.1 ± 13.1, P = 0.034 vs. digital group: from 35.0 ± 6.7 to 58.0 ± 13.2, P = 0.008). However, there were no significant differences between the two groups in several post-test comparisons. Student satisfaction ratings revealed that the digital group experienced significantly greater satisfaction in areas such as subject interest, teaching style, course alignment, and interaction compared to the traditional group. Additionally, 80% of the digital group strongly endorsed the use of simulation of sectional human anatomy using ultrasound for echocardiography teaching, highlighting its effectiveness. Conclusions Simulation of sectional human anatomy using ultrasound may improve students’ understanding of echocardiography and satisfaction with the course. Our study provides evidence supporting the use of simulation teaching devices in medical education. Further research is needed to explore the long-term impact of this teaching method on students’ learning outcomes and its integration into the medical curriculum. Trial registration http://www.chictr.org.cn (registration number: ChiCTR2300074015, 27/07/2023).

show abstract

Section: Introductionmentioning

confidence: 99%