Abstract:
PROBLEM:Point-of-care ultrasound has been a novel addition to undergraduate medical education at a few medical schools. The impact is not fully understood, and few rigorous assessments of educational outcomes exist. This study assessed the impact of a point-of-care ultrasound curriculum on image acquisition, interpretation, and student and faculty perceptions of the course. INTERVENTION:All 142 first-year medical students completed a curriculum on ultrasound physics and instrumentation, cardiac, thoracic, and abdominal imaging. A flipped classroom model of preclass tutorials and tests augmenting live, hands-on scanning sessions was incorporated into the physical examination course. Students and faculty completed surveys on impressions of the curriculum, and all students under-went competency assessments with standardized patients. CONTEXT:The curriculum was a mandatory part of the physical examination course and was taught by experienced clinician-sonographers as well as faculty who do not routinely perform sonography in their clinical practice. OUTCOME:Students and faculty agreed that the physical examination course was the right time to introduce ultrasound (87% and 80%). Students demonstrated proper use of the ultrasound machine functions (M score = 91.55), and cardiac, thoracic, and abdominal system assessments (M score = 80.35, 79.58, and 71.57, respectively). Students and faculty valued the curriculum, and students demonstrated basic competency in performance and interpretation of ultrasound. Further study is needed to determine how to best incorporate this emerging technology into a robust learning experience for medical students.
journal_name
Teach Learn Medjournal_title
Teaching and learning in medicineauthors
Nelson BP,Hojsak J,Dei Rossi E,Karani R,Narula Jdoi
10.1080/10401334.2016.1172012subject
Has Abstractpub_date
2017-01-01 00:00:00pages
85-92issue
1eissn
1040-1334issn
1532-8015journal_volume
29pub_type
杂志文章abstract::Construct: The purpose of this study was to provide initial evidence of the validity of written case summaries as assessments of clinical problem representation in a classroom setting. BACKGROUND:To solve clinical problems, clinicians must gain a clear representation of the issues. In the clinical setting, oral case ...
journal_title:Teaching and learning in medicine
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更新日期:2016-10-01 00:00:00
abstract:BACKGROUND:There are several oaths and affirmations that are integrated into the academic customs of the health sciences, such as the Hippocratic Oath and the Ethical Affirmation for Scientists. What current oaths do not communicate is that teaching and learning are the foundation of the professions. SUMMARY:We articu...
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