Ultrasound in medical education: listening to the echoes of the past to shape a vision for the future

Lane, Nathan; Lahham, Sari; Joseph, Linda; Bahner, David P.; Fox, J. Christian

doi:10.1007/s00068-015-0535-7

Cited by 20 publications

(17 citation statements)

References 43 publications

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“…In recent years, there has been a shift toward clinicians performing scans themselves in an attempt to optimize efficiency of patient care and improve safety which has been enabled by falling costs of equipment and the improved usability of machines. The traditional focus of this type of "point of care" US often referred to as POCUS has been largely directed toward emergency medicine and cardiology (Moore and Copel 2011;Lane et al 2015) but increasingly it has also been applied to non-acute specialties, such as rheumatology (Sudoł-Szopi nska et al 2017). It is now commonplace to see machines in or in close proximity to most hospital out-patient and ward facilities to enable these applications.…”

Section: Introductionmentioning

confidence: 99%

The development of a pragmatic, clinically driven ultrasound curriculum in a UK medical school

et al. 2018

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Whether ultrasound (US) should be incorporated into a medical undergraduate curriculum remains a matter of debate within the medical education arena. There are clear potential benefits to its early introduction particularly with respect to the study of living anatomy and physiology in addition to the learning of clinical skills and procedures required for the graduate clinical practice. However, this needs to be balanced against what is perceived as an added value in addition to financial and time constraints which may potentially lead to the sacrifice of other aspects of the curriculum. Several medical schools have already reported their experiences of teaching US either as a standalone course or as a fully integrated vertical curriculum. This article describes and discusses the initial experience of a UK medical school that has taken the steps to develop its own pragmatic vertical US curriculum based on clinical endpoints with the intent of using US to enhance the learning experience of students and equipping them with the skills required for the safe practice as a junior doctor.

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Section: Introductionmentioning

confidence: 99%

The development of a pragmatic, clinically driven ultrasound curriculum in a UK medical school

et al. 2018

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“…The use of point‐of‐care ultrasound (POCUS) by clinicians has expanded over recent years, accompanied by a growing interest in the use of ultrasound in medical education . Ultrasound is now being used to teach anatomy and physiology, to augment trainees’ clinical evaluation of patients and to assist with procedural guidance . To advocates of further integration of ultrasound in medical education, ultrasound presents an ‘opportunity to revolutionize the way we see and examine patients’ and has become ‘a versatile and essential tool within the field of medicine’ .…”

Section: Introductionmentioning

confidence: 99%

Stethoscope of the 21st century: dominant discourses of ultrasound in medical education

2018

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Context In recent years, point‐of‐care ultrasound (POCUS) has become a widely used clinical tool in a number of clinical specialties. In response, POCUS has been incorporated into medical curricula across the learning continuum, bolstered by enthusiastic appraisals of the technology's benefits for learners, clinicians and patients. In this project, we have sought to identify and understand the effects of dominant discourses influencing the integration of POCUS into medical education. Methods We conducted a Foucauldian critical discourse analysis (CDA) to identify and analyse discourses that legitimise and privilege the use of POCUS in medical education. We assembled an archive of 473 texts published between 1980 and 2017. Each article in the archive was analysed to identify frequently occurring truth statements (expressing concepts whose truths are unquestioned within particular discourses) that we used to characterise the major discourses that construct representations of POCUS in medical education. Results We identified three dominant discourses: (i) a visuo‐centric discourse prioritising the visual information as truth over other clinical data; (ii) a utilitarian discourse emphasising improvements in patient care; and (iii) a modernist discourse highlighting the current and future needs of clinicians in our technological world. These discourses overlap and converge; the core discursive effect makes the further elevation of POCUS in medical education, and the resulting attenuation of other curricular priorities, appear inevitable. Conclusions The three dominant discourses identified in this paper engender ideal conditions for the proliferation of POCUS in medical education through curricular guidelines, surveys of adherence to these guidelines and authoritative position statements. By identifying and analysing these dominant discourses, we can ask questions that do not take for granted the assumed truths underpinning the discourses, highlight potential pitfalls of proposed curricular changes and ensure these changes truly improve medical education.

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“…We believe that simulation‐based procedural skill laboratories are excellent opportunities to introduce basic concepts of ultrasound. Several authors have demonstrated that early exposure to ultrasound leads to improved understanding of the interplay between anatomy and physiology, improved physical examination skills, and enhanced overall basic science knowledge . Additionally, early ultrasound exposure coupled with a longitudinal learning experience has been shown to optimize skill development and retention, as well as foster an interest in advanced ultrasound training …”

mentioning

confidence: 99%

Integration of a Low‐Cost Introductory Ultrasound Curriculum Into Existing Procedural Skills Education for Preclinical Medical Students

Maloney

Zach

Page

et al. 2016

J of Ultrasound Medicine

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We evaluated integration of an introductory ultrasound curriculum into our existing mandatory procedural skills program for preclinical medical students. Phantoms consisting of olives, pimento olives, and grapes embedded in opaque gelatin were developed. Four classes encouraged progressive refinement of phantom-scanning and object identification skills. Students improved their ability to identify hidden objects, although each object type achieved a statistically significant improvement in correct identification at different time points. The total phantom cost per student was $0.76. Our results suggest that short repeated experiences scanning simple, low-cost ultrasound phantoms confer basic ultrasound skills.

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Ultrasound in medical education: listening to the echoes of the past to shape a vision for the future

Cited by 20 publications

References 43 publications

The development of a pragmatic, clinically driven ultrasound curriculum in a UK medical school

The development of a pragmatic, clinically driven ultrasound curriculum in a UK medical school

Stethoscope of the 21st century: dominant discourses of ultrasound in medical education

Integration of a Low‐Cost Introductory Ultrasound Curriculum Into Existing Procedural Skills Education for Preclinical Medical Students

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