Teaching Medical Students Diagnostic Sonography

Arger, Peter H.; Schultz, Susan M.; Sehgal, Chandra M.; Cary, Theodore W.; Aronchick, Judith M.

doi:10.7863/jum.2005.24.10.1365

Cited by 90 publications

(73 citation statements)

References 8 publications

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“…A few medical schools have performed pilot projects teaching ultrasound to smaller groups of students with class sizes ranging from 5-176 students. [6][7][8][9][10][11][12][13][14] Unlike our project, most of these schools limited ultrasound teaching to senior medical students. [7][8][9][10] Two medical schools that taught ultrasound early in the medical school curriculum restricted it to anatomy courses without bedside clinical applications.…”

Section: Discussionmentioning

confidence: 99%

“…[6][7][8][9][10][11][12][13][14] Unlike our project, most of these schools limited ultrasound teaching to senior medical students. [7][8][9][10] Two medical schools that taught ultrasound early in the medical school curriculum restricted it to anatomy courses without bedside clinical applications. 9,11 However, this study demonstrates the feasibility and acceptability of ultrasound use among second year students in an integrated physical diagnosis course.…”

Section: Discussionmentioning

confidence: 99%

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Adding New Tools to the Black Bag—Introduction of Ultrasound into the Physical Diagnosis Course

et al. 2010

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Adding New Tools to the Black Bag—Introduction of Ultrasound into the Physical Diagnosis Course

et al. 2010

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“…This was reaffirmed in focus groups where students commented that the haptic experience of scanning their peers aided image orientation and interpretation. Several pilot studies 19,[22][23][24][25] and studies with student cohorts 5,7,18,26 show that, with focussed training, students can gain sufficient scanning proficiency for clinical examination. However, Sweetman et al 12 caution that infrequent scanning opportunities encourage confidence without skill development, since ultrasound scanning did not improve students' performance in clinical examinations.…”

Section: Introduction To Pu As An Imaging Technology and A Teaching Toolmentioning

confidence: 99%

Using ultrasound to teach anatomy in the undergraduate medical curriculum: an evaluation of the experiences of tutors and medical students

Patten

2014

Ultrasound

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This paper describes the experiences of staff and students at two UK medical schools, who introduced portable ultrasound (PU) as an imaging technology to deliver clinical anatomy teaching and to aid skill development in interpretation of cross-sectional anatomy (CSA). A sonographer contributed to curriculum design and teaching, but mostly anatomy tutors delivered the teaching. This case study method evaluates staff and student perspectives on the ultrasound-based anatomy teaching. Quantitative data and qualitative data were collected and analysed. Staff were positive about the experience. They described their expectations for students and solutions for practical issues regarding the teaching, but were concerned about their competency in scanning and wanted bespoke training for sonoanatomy teaching. Curriculum development was accelerated through engagement with a sonographer and an ultrasound champion. Students were extremely positive about their experience; they valued the expertise of a sonographer who taught more challenging sonoanatomy, but were equally positive regarding teaching sessions led by well-trained anatomy tutors who taught more simple sonoanatomy. Students affirmed most tutors' expectations that ultrasound could reinforce existing anatomical knowledge, added clinical contextualisation, but not that use of ultrasound (US) assisted in interpreting CSA. Students valued the introduction to the technology and found sonoimage interpretation challenging, but not insurmountable. Students wanted more instruction on ultrasound physics, an expansion of ultrasound curriculum, with smaller groups and opportunities to scan volunteers. These data support the case for the use of PU to deliver anatomy teaching and to prime medical students for later clinical encounters with PU.

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“…To date, physician education in diagnostic sonography was previously withheld until residency and varied widely between specialties. [25] Studies [26][27][28] showed that pre-clinical medical students can obtain a residentlevel understanding of ultrasonography given proper means and methods of training. Specifically in Tanzania, previous studies [24,29] have demonstrated the importance of ultrasound in low-resource settings and the success of training programs in rural Tanzanian hospitals and clinics.…”

Section: Discussionmentioning

confidence: 99%

A feasibility study to determine if minimally trained medical students can identify markers of chronic parasitic infection using bedside ultrasound in rural Tanzania

Barsky¹,

Kushner²,

Ansbro³

et al. 2015

World Journal of Emergency Medicine

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BACKGROUND: Parasitic infections pose a signifi cant health risk in developing nations and are a major cause of morbidity and mortality worldwide. In the Republic of Tanzania, the CDC estimates that 51.5% of the population is infected with one or more intestinal parasites. If diagnosed early, the consequences of chronic parasitic infection can potentially be avoided. METHODS:Six first-year medical students were recruited to enroll patients in the study. They underwent ten hours of formal, hands-on, ultrasound which included basic cardiac, hepatobiliary, renal, pulmonary and FAST scan ultrasound. A World Health Organization protocol with published grading scales was adapted and used to assess for pathology in each patient's liver, bladder, kidneys, and spleen.RESULTS: A total of 59 patients were enrolled in the study. Students reported a sensitivity of 96% and specifi city of 100% for the presence of a dome shaped bladder, a sensitivity and specifi city of 100% for bladder thickening, a sensitivity and specificity of 100% for portal hypertension and ascites. The sensitivity was 81% with a specifi city of 100% for presence of portal vein distention. The sensitivity was 100% with a specifi city of 90% for dilated bowel.CONCLUSIONS: Ultrasound has shown a promise at helping to identify pathology in rural communities with limited resources such as Tanzania. Our data suggest that minimally trained fi rst year medical students are able to perform basic ultrasound scans that can identify ultrasonographic markers of parasitic infections.

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Teaching Medical Students Diagnostic Sonography

Abstract: Training in sonography for medical students could be used as a foundation for later, more specialty-specific training to improve the overall medical sonography skills for all physicians.

Cited by 90 publications

References 8 publications

Adding New Tools to the Black Bag—Introduction of Ultrasound into the Physical Diagnosis Course

Adding New Tools to the Black Bag—Introduction of Ultrasound into the Physical Diagnosis Course

Using ultrasound to teach anatomy in the undergraduate medical curriculum: an evaluation of the experiences of tutors and medical students

A feasibility study to determine if minimally trained medical students can identify markers of chronic parasitic infection using bedside ultrasound in rural Tanzania

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