Wilson Chen1, 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 ]
Wilson Chen1, 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. In the last decade, ultrasound training has been incorporated into undergraduate medical education. Currently, there is an emphasis to train medical students in point of care ultrasound during the clinical years of medical school. However, there appears to be limited usage of ultrasound within the basic science years. Within the teaching of medical anatomy, ultrasound helps reveal stereostructural relationships and serves as a valuable educational instrument. 3D ultrasound is more commonplace in the OB/GYN field for fetal imaging. Recently, the role of 3D ultrasound has been expanded to be successful in other medical fields. 3D/4D ultrasound integration into the anatomy curriculum may enhance student learning in the context of abdominal and pelvic anatomy, which is traditionally more abstract. METHODS. First-year medical students attended six 3D/4D ultrasound modules focused on imaging abdominal and pelvic organs. Each module during the anatomy coarse was taught to small groups of students (4-8 students) on a single structure with 3D/4D ultrasound. The modules were focused on instruction of appropriate landmarks and techniques for imaging the kidney, spleen, abdominal aorta, urinary bladder, uterus and ovary. Post-module surveys utilizing the Likert scale were administered to assess student competence to effectively obtain and interpret 3D/4D images and the educational benefits of 3D/4D ultrasound in learning anatomy. During formal lab assessments, students were examined on their ability to correctly acquire 3D/4D image and identify the tested structure. SUMMARY. 126 students individually completed six ultrasound modules and each demonstrated at least 36 image acquisitions. The percentage of correct responses by students during laboratory examination was consistently over 90%. Overall, student self-assessment revealed that on average students either “agreed” or “strongly agreed” that the use of 3D/4D ultrasound improved their understanding of the stereostructural relationships of abdominal and pelvic anatomy. 3D/4D ultrasound can be implemented within basic science curriculum, improving learning outcomes and effectively augment didactic and dissection instruction during a first-year medical anatomy course. Additionally, the integration of ultrasound training into first-year medical anatomy courses offers students early access to acquiring valuable clinical skills.
Use of ultrasound in Undergraduate Medical Education , Use of ultrasound in Graduate Medical and Continuing Education , Technology
