Using and Assessing Ultrasound to Teach Physical Examination and Diagnosis: A Self-Directed Learning Activity in the Family Medicine Accelerated Track (FMAT)

Purpose: Our institution is currently implementing and assessing a 3-year accelerated medical school curriculum that culminates in the MD degree and prepares students for a standard 3-year family medicine residency. This... [ view full abstract ]

Purpose: Our institution is currently implementing and assessing a 3-year accelerated medical school curriculum that culminates in the MD degree and prepares students for a standard 3-year family medicine residency. This program, which has graduated four classes of students and has another three classes in training, incorporates extensive use of ultrasound in training students for physical examination and diagnosis. While ultrasound has become increasingly common in medical education settings as a tool to enhance the teaching of anatomy and as a skill to enhance physical examination and diagnosis, assessment of ultrasound has been slower to emerge. The purpose of this initiative is to provide assessment of 1) whether students develop proficiency in the use of ultrasound equipment; 2) whether students can locate anatomical structures and use ultrasound appropriately in clinical settings or simulations; and 3) whether ultrasound is effective relative to other teaching modalities. Methods: During the FMAT1 course in the summer of 2016, students in the FMAT Class of 2018 are studying outcomes from educational activities that employ the use of ultrasound in physical examination and diagnosis. During the Musculoskeletal Week, students will measure their own baseline knowledge and skills and participate in follow-up assessment of the use of ultrasound to locate structures and assist with examination and diagnosis. Results: As a self-directed learning activity, students are responsible for identifying, analyzing, and synthesizing information relevant to their learning needs about how ultrasound can be used as a diagnosis tool in primary care settings. In the collaborative setting that involves a small group of students and faculty facilitators, learners can also assess their learning needs, share information with their peers and faculty, and receive feedback on their skills as they develop expectations for appropriate examination and history-taking for a diagnosis. Conclusions: This poster will highlight the activity’s key characteristics and evaluation results. Development of the poster and data gathering will be largely driven by the M2 students enrolled in the program. The poster will provide learning outcomes and student perspectives about the use of ultrasound in medical student teaching sessions and its effectiveness as an opportunity for innovative self-directed learning.