Enhancing Learning Experience Using Ultrasound Simulation in Undergraduate Medical Education: Student Perception

Abstract

Advances in programmable ultrasound training models may enhance the education of medical students through simulation of a variety of clinical presentations and pathologies. The purpose of the current study was to assess medical student perception of the impact of incorporating ultrasound training models in a required, second-year clinical ultrasound course. Students completed seven ultrasound assignments, demonstrating competency using eight pathology-simulating ultrasound training models. A 5-item survey was administered at the end of second year and included 4 items specific for each model and 1 item that was not model specific. The majority of students agreed or strongly agreed training models were easy to scan and learn, correlated well with what they learned, and aided clinical decision-making skills. Most students agreed or strongly agreed that they felt capable of performing ultrasound skills in a clinical setting under supervision, and almost all agreed or strongly agreed they were prepared to use ultrasound in a clinical setting. Student perception depended on training model (all P < .001). Differences were found between models for the easy to scan and learn item (all P < .02) and the capable of performing in a clinical setting under supervision item (all P < .02). Results suggested students felt prepared to use ultrasonography in a clinical setting after using ultrasound training models. Inclusion of medical ultrasound simulation in the medical school curriculum should be considered to provide students with realistic training before actual patient care.