The role of ultrasound in graduate anatomy education: Current state of integration in the United States and faculty perceptions

Abstract

Ultrasound (US) is increasingly taught in medical schools, where it has been shown to be a valuable adjunct to anatomy training. To determine the extent of US training in nonmedical anatomy programs, and evaluate anatomists' perceptions on the role of US in anatomy education, an online survey was distributed to faculty in anatomy Master's and Doctoral programs. Survey results sampled 71% of anatomy graduate degree programs nationally. Of the faculty surveyed, 65% report little to no experience with US. Thirty-six percent of programs surveyed incorporate exposure to US, while only 15% provide hands-on US training. Opportunities for anatomy trainees to teach with US were found in 12% of programs. Likert responses indicated that anatomists hold overwhelmingly positive views on the contributions of US to anatomy education: 91% agreed US reinforces anatomical concepts (average 4.33 ± 0.68), 95% agreed it reinforces clinical correlates (average 4.43 ± 0.65). Anatomists hold moderately positive views on the value of US to the future careers of anatomy graduates: 69% agreed US increases competitiveness on the job market (average 3.91 ± 0.90), 85% agreed US is a useful skill for a medical school teaching career (average 4.24 ± 0.75), and 41% agreed that US should be required for a medical education career (average 3.34 ± 1.09). With continued improvements in technology and the widespread adoption of US into diverse areas of clinical practice, medical education is on the cusp of a paradigm shift with regards to US. Anatomists must decide whether US is an essential skills for the modern anatomist. Anat Sci Educ 9: 453-467. © 2016 American Association of Anatomists.

Evaluation by medical students of the educational value of multi‐material and multi‐colored three‐dimensional printed models of the upper limb for anatomical education

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Establishing an Ultrasound Curriculum in Undergraduate Medical Education: How Much Time Does It Take?

“…However, only 62% included any form of ultrasound education in their curriculum . Similarly, a survey of more than 60 institutions found that 90% of faculty agreed that ultrasound positively contributed to learning anatomy, yet only 36% of the programs incorporated ultrasound into training …”

“…9 Similarly, a survey of more than 60 institutions found that 90% of faculty agreed that ultrasound positively contributed to learning anatomy, yet only 36% of the programs incorporated ultrasound into training. 10 A lack of financial support was the most-cited reason that medical schools did not implement an ultrasound program. 9 As a result, schools are more dependent on instructor volunteerism to meet their ultrasound curriculum's personnel needs.…”

What Does a Modern Anatomist Look like? Current Trends in the Training of Anatomy Educators

“…For example, healthcare has become increasingly reliant upon medical imaging, and as such ultrasound has joined plain film radiography and cross‐sectional imaging (i.e., computed tomography (CT) and magnetic resonance imaging [MRI]) as a mainstay in clinical anatomy training (Hoppmann et al, ; Bahner et al, ; Martinez et al, ; Dinh et al, ). A recent survey by Royer () demonstrated that most anatomists are in favor of utilizing ultrasound in anatomy education, but 65% of survey respondents had minimal, if any, experience with ultrasonography. The continued clinical reliance on imaging modalities underscores the need for anatomists to be competent in teaching various forms of medical imaging, and evidence has shown that anatomists are as capable as clinicians in teaching ultrasound‐based anatomy (Jurjus et al, ).…”