Conner Weston1, John L. Carter1, Ankura Patel1, Gabriel Hocum1, Brion BENNINGER1-9. Medical Anatomy Center1, Departments of Medical Anatomical Sciences2, Neuromuscular Medicine3, Family Practice4, Western University of Health... [ view full abstract ]
Conner Weston1, John L. Carter1, Ankura Patel1, Gabriel Hocum1, Brion BENNINGER1-9. Medical Anatomy Center1, Departments of Medical Anatomical Sciences2, Neuromuscular Medicine3, Family Practice4, Western University of Health Sciences, COMP–Northwest, Lebanon, OR. USA. Departments of Orthopaedics5, General Surgery6 and Sports Medicine7, Samaritan Health Services, Corvallis, OR. USA. Departments of Surgery8, Orthopaedics & Rehabilitation9, Oregon Health & Science University, Portland, OR. USA.
INTRODUCTION. Innovative surgeons are successfully utilizing 3D/4D ultrasound imaging of the thyroid gland preoperatively. Through the use of 3D/4D ultrasound, the added benefit of visualizing the volume and structure of the thyroid can influence a surgeon’s approach and procedure to potentially diminish unexpected scenarios. Ultimately, in medicine, one learns anatomy to better understand the various clinical imaging modalities and/or the anatomical architecture to navigate surgical and invasive procedures. Viewing the thyroid gland using 3D/4D ultrasound can be valuable to physicians as well as students learning anatomy. The objective of this study was to investigate the perceptions of first-year medical students regarding the integration of 3D/4D ultrasound visualization of spatial anatomy of the thyroid gland during anatomical education. METHODS. 123 first-year medical students were introduced to 3D/4D ultrasound imaging of the thyroid gland through a detailed 20-minute tutorial taught in small group format. Students then practiced 3D/4D ultrasound imaging on volunteers and donor cadavers before assessment through acquisition and identification of thyroid gland on at least three instructor-verified images. After the tutorial, students practiced via peer-to-peer teaching averaging approximately 20-40 minutes of individual probe time. Each student also experienced an estimated one hour of passive learning during this time from watching their peers perform 3D/4D imaging on each other. A post-training survey was administered assessing student impression about 3D/4D ultrasound. SUMMARY. All students visualized the thyroid gland using 3D/4D ultrasound. Students revealed 88.0% strongly agreed or agreed 3D/4D ultrasound is useful revealing the thyroid gland and surrounding structures and 87.0% rated the experience “Very Easy” or “Easy”, demonstrating benefits and ease of use including 3D/4D ultrasound in anatomy courses. When asked, students felt 3D/4D ultrasound is useful in teaching the structure and surrounding anatomy of the thyroid gland, they overwhelmingly responded “Strongly Agree” or “Agree” (90.2%). 18 of the 123 student participants were assessed in an medical anatomy laboratory examination setting, where 89% of the students were able to correctly image and identify the thyroid gland using 3D/4D ultrasound. Students thought the 3D/4D probe was useful in learning the anatomy, but did not feel that it was easier to use compared to the 2D probe. CONCLUSION. This study revealed 3D/4D ultrasound was successfully used and preferred over 2D ultrasound by medical students during an anatomy dissection course to accurately identify the thyroid gland. Additionally, 3D/4D ultrasound may nurture and further reinforce stereostructural spatial relationships of the thyroid gland and other head and neck structures taught during anatomy dissection.
Use of ultrasound in Undergraduate Medical Education , Use of ultrasound in Graduate Medical and Continuing Education , Technology
