Evaluation of Sophomore Medical Students' Competencies in Image Recognition and Interpretation of Ultrasound Pathology: An Innovative Ultrasound Curriculum Developed at the Wayne State University School of Medicine

Abstract: Background: Ultrasound education was first incorporated into the Wayne State University School of Medicine (WSUSOM) undergraduate curricula in 2006. Sophomore students since 2008 have had to demonstrate skills in... [ view full abstract ]

Abstract:
Background: Ultrasound education was first incorporated into the Wayne State University School of Medicine (WSUSOM) undergraduate curricula in 2006. Sophomore students since 2008 have had to demonstrate skills in image capture and interpretation of ultrasound pathology as part of their Physical Diagnosis final exam. The goals of this study are; 1) to provide a description of the sophomore ultrasound curriculum. 2) To determine how well students perform on the final exam after introduction to abdominal and cardiac ultrasound pathology. 3) To evaluate student performance since 2013 for improvement in scores with modification to instructional methods.
Methodology: An average of 288 medical students during their sophomore year at WSUSOM, receive instruction on image recognition and interpretation of ultrasound pathology using a case-based approach to teaching. Students also enhance their image acquisition skills using standardized patients with an instructor to student ratio of 1:4. Sessions include an in-class image review of ultrasound pathology and a debriefing session with focusing on presentation and discussion of clinical cases. The final exam includes an image capture portion, and a computer-based 10 item multiple choice exam with embedded video clips focusing on recognition and interpretation of ultrasound pathology.
Results: Average scores from 2011-2015 are included below;
Academic Year # of Students Mean Score
2011-2012 280 76.5%
2012-2013 300 74.4%
2013-2014 285 81.7%
2014-2015 290 80.8%
Students also performed very well in their image capture portion (6 second video clips) of the final exam with mean scores of 89.3% and 85.1% for the 2013-14 and 2014-15 academic years respectively. Images were graded using a 4-point scoring criteria based on 1) correct orientation 2) appropriate depth adjustment 3) overall image resolution 4) correct image based on clinical question.
Conclusions: Developing innovative teaching methods since 2013 during the sophomore ultrasound course has resulted in improvement in student scores in their image acquisition skills, recognition and interpretation of ultrasound pathology. Fusion of ultrasound education into the sophomore medical school curricula provides students with unique learning opportunities in pathology.