Ultrasound training: the virtual patient

Heer, I. M.; Middendorf, K.; Müller-Egloff, Susanne; Dugas, Martin; Strauß, Alexander

doi:10.1002/uog.1715

Cited by 52 publications

(44 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…13,27 In this study, students found the opportunity to practise scanning, without having to worry about potential patient discomfort, particularly advantageous. Most felt they needed to have used the simulator more extensively before interacting with real patients.…”

Section: Discussionmentioning

confidence: 99%

An investigation into sonography student experiences of simulation teaching and learning in the acquisition of clinical skills

Gibbs

2014

Ultrasound

View full text Add to dashboard Cite

Technological developments are impacting on many aspects of life, including education. One particular area of technology where there is growing interest within higher education institutions (HEIs) offering healthcare training is the use of simulators. The literature shows diverging views on the role of simulated learning in healthcare and further evaluation is needed to explore the quality of learning opportunities that are offered, and their effectiveness in the preparation of students for clinical practice. A qualitative study was undertaken, using interviews to explore the experiences of a group of sonography students after interacting with an ultrasound simulator. Simulation was positively evaluated by students in this study. The findings confirm that simulated learning enables students to be interactive learners rather than being passive recipients of knowledge. Simulated learning provides learning opportunities in a risk free environment, which reduces stress for the student and potential harm to patients. Confidence levels were increased, thereby improving future clinical scanning experiences for both the student and their patients. Suggestions were made for the more effective integration of simulated learning into the curriculum. Continued research into simulation, teaching and learning practices needs to occur if we are to ensure maximum advantage of the simulation experience.

show abstract

Section: Discussionmentioning

confidence: 99%

An investigation into sonography student experiences of simulation teaching and learning in the acquisition of clinical skills

Gibbs

2014

Ultrasound

View full text Add to dashboard Cite

show abstract

“…Devices and simulators [104][105][106][107][108][109][110][111][112][113][114][115][116] The primary objective of these papers was to describe or evaluate ultrasound simulators (or 'phantoms') or devices adjunctive to the ultrasound machine itself. Ultrasound simulators are models of human anatomy designed to provide a means of practicing ultrasound skills where practice on a human is impractical, dangerous or unethical.…”

Section: Learning Category-incorporation Of Ultrasound Into Teaching mentioning

confidence: 99%

“…Ultrasound simulators are models of human anatomy designed to provide a means of practicing ultrasound skills where practice on a human is impractical, dangerous or unethical. Our search found studies that tested both commercially available simulators [104][105][106][107][108] and institutions that built their own simulators with varying degrees of complexity [109][110][111].…”

Section: Learning Category-incorporation Of Ultrasound Into Teaching mentioning

confidence: 99%

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

et al. 2017

View full text Add to dashboard Cite

Introduction Increasingly, medical schools are integrating Point of Care Ultrasound (POCUS) into their curricula. This review investigated the available literature on how best to integrate POCUS in the teaching of medical students and the benefits of doing so. Methods Given the heterogeneous literature that has emerged on POCUS education, a scoping review was conducted. Relevant medical databases, including PubMed, MEDLINE, PsycINFO, EMBASE and CINAHL, were searched between January 1980 and August 2016, using keywords identified by the authors. Inclusion criteria were as follows: prospective or retrospective studies, observational or intervention studies, and studies describing how medical students learn to use ultrasound. Results The literature search yielded 593 articles, of which 128 met the inclusion criteria. Studies that met the inclusion criteria were sub-categorised under the following headings: those that described or evaluated an ultrasound curriculum, those that employed ultrasound as a means of teaching another topic in the curriculum (i.e., anatomy, physical examination, physiology, invasive procedures), those that investigated the learning curve of ultrasound education and those that employed adjuncts or peer mentoring to teach ultrasound. Conclusions The reviewed literature indicates that the integration of ultrasound in undergraduate medical education is both feasible and beneficial to medical students. This article is intended to inform medical educators aiming to integrate ultrasound into their medical school curricula.

show abstract

“…However, a few studies have not supported this relationship between higher maternal BMI and less accurate estimates of fetal weight (Farrell et al, 2002;Heer et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

Impact of Ultrasound Training and Experience on Accuracy regarding Fetal Weight Estimation at Term Creative Education

Lanowski¹,

Lanowski²,

Ehr³

et al. 2017

View full text Add to dashboard Cite

The focus of this prospective study was to evaluate whether experience and level of training improves and influences the accuracy of fetal weight prediction by ultrasound. At term fetal weight is an important component for decisions concerning delivery mode and timing of labor induction. In 204 singleton pregnancies at term fetal weight estimation by ultrasound was performed by three examiners of different levels of professional experience and education. Examiner 1 was a specialist experienced consultant. Examiner 2 was a resident in the 2 nd year, who had a structured supervised ultrasound training for six month and examiner 3 was a resident in the 2 nd year, who received no structured supervised ultrasound training. The results of this study clearly showed that experienced ultrasound examiners estimate fetal weights more accurately than unexperienced examiners. Additionally, there is an impact of the level of resident's training on the results. The professional, most experienced examiner 1 estimated fetal weight the most precise, followed by the trained examiner 2, who achieved more accurate weight estimation than examiner 3. We could show that an intensive supervised training of at least six months is adequate to improve the accuracy of weight estimation significantly. Obstetric ultrasound is getting increasingly important in daily maternal-fetal medicine. Thus, it is essential not only to develop effective training curricula for obstetric and gynecological residents, but also to implement a comprehensive supervised ultrasound training. The results could demonstrate that it seems justified to spent time and resources on residents training, in order to meet the increasing demands of modern obstetric medicine.

show abstract

Ultrasound training: the virtual patient

Abstract: Objective To evaluate an ultrasound training system designed to standardize teaching and learning of gynecological sonography using a virtual model. Methods

Cited by 52 publications

References 13 publications

An investigation into sonography student experiences of simulation teaching and learning in the acquisition of clinical skills

An investigation into sonography student experiences of simulation teaching and learning in the acquisition of clinical skills

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

Impact of Ultrasound Training and Experience on Accuracy regarding Fetal Weight Estimation at Term Creative Education

Contact Info

Product

Resources

About