Medical Student Perception of the Impact of Early Ultrasonography Education on Experiences during Clinical Rotations
- 70 Downloads
Teaching medical students ultrasonography has a positive impact on their confidence in its use. The study institution has integrated ultrasonography education into the first 2 years of its 4-year curriculum. The first-year ultrasonography course taught students how to use ultrasound equipment and identify a number of structures in the neck, abdomen, pelvis, chest, and extremities. A pass/fail elective course during second year provided more opportunities to practice ultrasonography skills and use ultrasonography training models for guided procedures. The objective of this study was to investigate student perception of early ultrasonography education as related to their experience during clinical rotations. After completing third-year rotations, students were surveyed on their perception of how ultrasonography training impacted their clinical decision-making abilities, how often they engaged in ultrasonography activities, the obstacles that prevented them from using ultrasonography, and the specialties in which they used ultrasonography most. Eighty-five students from the class of 2015 and 162 students from the class of 2016 participated. Students agreed ultrasonography training aided their clinical decision-making abilities (P<.001) and their ultrasonography skills were used during third-year rotations (P<.001). Many students experienced at least 1 obstacle, most commonly lack of permission. Ultrasonography was used most during obstetrics and gynecology rotations. Despite obstacles, ultrasonography was used in a variety of specialties. These results support the inclusion of ultrasonography in the medical school curriculum to improve clinical decision-making skills and promote the development of ultrasonography skills.
KeywordsUltrasonography Undergraduate medical education Clinical rotations Clinical skills
The authors thank Deborah Goggin, MA, Scientific Writer, at A.T. Still University for help with manuscript preparation.
Compliance with Ethical Standards
The current study had no funding sources.
Conflict of Interest
The authors declare that they have no financial disclosures or conflicts of interest.
- 3.Hoppmann R, Cook T, Hunt P, et al. Ultrasound in medical education: a vertical curriculum at the University of South Carolina School of Medicine. J S C Med Assoc. 2006;102:330–4.Google Scholar
- 11.Brunner M, Moeslinger T, Spieckermann PG. Echocardiography for teaching cardiac physiology in practical student courses. Am J Phys. 1995;268:S2–9.Google Scholar
- 12.Lavranos G, Koliaki C, Briasoulis A, Nikolaou A, Stefanadis C. Effectiveness of current teaching methods in cardiology: the SKILLS (medical students knowledge integration of lower level clinical skills) study. Hippokratia. 2013;17:34–7.Google Scholar
- 13.Raupach T, Hanneforth N, Anders S, Pukrop T, Th J ten Cate O, Harendza S. Impact of teaching and assessment format on electrocardiogram interpretation skills. Med Educ. 2010;44:731–40. doi: 10.1111/j.1365-2923.2010.03687.x.
- 19.Kelm DJ, Ratelle JT, Azeem N, Bonnes SL, Halvorsen AJ, Oxentenko AS, Bhagra A. Longitudinal ultrasound curriculum improves long-term retention among internal medicine residents. J Grad Med Educ. 7:454–7. doi: 10.4300/JGME-14-00284.1.
- 22.Syperda VA, Trivedi PN, Melo LC, Freeman ML, Ledermann EJ, Smith TM, Alben JO. Ultrasonography in preclinical education: a pilot study. J Am Osteopath Assoc. 2008;108:601–5.Google Scholar