Ultrasound in the medical school curriculum: the need for a consensus on learning outcomes

Coey, James and Sulaiman, Sara (2015) Ultrasound in the medical school curriculum: the need for a consensus on learning outcomes. In: Winter Meeting of the British Association of Clinical Anatomists, 8th January 2015, Bristol.

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Abstract

Over the past 20 years ultrasound has been considered to be one the fastest growing medical imaging modalities. This pilot study proposes that ultrasound is a natural extension of physical examination, has a role in anatomy at medical school and emphasizes the need for a consensus with regards to a core curriculum. Measurements were made of student knowledge and perceptions after an intensive course in cardiac ultrasound. Teaching methods included didactic instruction and demonstration on simulated patients followed by facilitated “hands on” experience. The questionnaire-based assessment was twofold: student understanding of the relative anatomy assessed by six clinical vignettes and student perception of the session measured by 18 question, Likert-type scale questionnaires. Sixty-three Semester I medical students were invited to take part. The session was well received, 93% of students felt that ultrasound had a role for them in anatomy. Students' perception correlated favourably with respect to improving anatomical knowledge and building teamwork (means scores of 3.9/5.00 and 3.3/5.00 respectively). Ultrasound provides a great educational opportunity to supplement and enhance learning in the anatomy curriculum. It also serves as an instrument for developing various attributes in students including: teamwork and communication skills along with basic scanning skills and image analysis/interpretation.

Item Type:	Conference or Workshop Item (Paper)
Subjects:	A300 Clinical Medicine B100 Anatomy, Physiology and Pathology
Department:	Faculties > Health and Life Sciences > Applied Sciences
Depositing User:	Sara Sulaiman
Date Deposited:	02 Feb 2016 09:04
Last Modified:	10 Oct 2019 21:34
URI:	http://nrl.northumbria.ac.uk/id/eprint/25794

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