scholarly journals AB0846 CONCEPTION AND FEASIBILITY OF A DIGITAL TELE-GUIDED ABDOMEN, THORAX AND THYROID GLAND ULTRASOUND COURSE FOR MEDICAL STUDENTS

2021 ◽  
Vol 80 (Suppl 1) ◽  
pp. 1446.3-1447
Author(s):  
E. Höhne ◽  
F. Recker ◽  
E. Schmok ◽  
P. Brossart ◽  
T. Raupach ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Thyroid Gland ◽  
Ultrasound Imaging ◽  
Educational Outcome ◽  
Examination Technique ◽  
Learning Platform ◽  
Imaging Examination ◽  
The Us ◽  
Image Rating

Background:Over the past few decades, technological advances in both ultrasound (US) and the application of telemedicine have been made [1]. Medical education has shifted to online classes during the COVID-19 pandemic, creating challenges in adequate training of US.Objectives:In the context of the current COVID-19 pandemic and the discontinuation of traditional classroom teaching, a tele-didactic US course for undergraduate medical students was developed. This study is examining the educational outcome of a new digital US course of the abdomen, thorax and the thyroid gland with the implementation of a modern portable US system.Methods:A tele-guided US course was established between April 1st and June 20th, 2020, at the University Hospital in Bonn, Germany. Students completed pre-and post-course surveys and underwent six US organ modules. Each module took place in a flipped-classroom concept including a digital learning platform. An objective structured assessment of US skills (OSAUS) [2] was implemented as final exam. Further, US images of the course and exam were rated by the Brightness Mode Quality Ultrasound Imaging Examination Technique (B-QUIET) [3]. Achieved points in image rating were compared to the OSAUS exam and survey results.Results:A total of 15 medical students were enrolled. There was a significant increase in self-assessed theoretical and practical ability (p < 0.001). Students achieved an average score of 154.5 (SD ± 11.72) out of 175 points (88.29%) in OSAUS, which corresponded to the image rating using B-QUIET and self-assessment data obtained in surveys. Interrater analysis of US images showed a favorable agreement with an ICC (2,1) of 0.895 (95% confidence interval 0.858 < ICC < 0.924).Conclusion:US training via teleguidance should be considered in medical education. Our pilot study demonstrates the feasibility of this concept that can be used in the future to improve US training of medical students even during a pandemic. The digital implementation with an affordable, portable point-of-care-US device could be an incredible opportunity to expedite US training worldwide.References:[1]Law J, Macbeth PB. Ultrasound: from Earth to space. Mcgill J Med 2011; 13(2): 59 [PMID: 22399873][2]Tolsgaard MG, Todsen T, Sorensen JL, et al. International multispecialty consensus on how to evaluate ultrasound competence: a Delphi consensus survey. PLoS One 2013; 8(2): e57687[https://doi.org/10.1371/journal.pone.0057687][PMID: 23469051][3]Bahner DP, Adkins EJ, Nagel R, Way D, Werman HA, Royall NA. Brightness mode quality ultrasound imaging examination technique (B-QUIET): quantifying quality in ultrasound imaging. J Ultrasound Med 2011; 30(12): 1649–55[4][https://doi.org/10.7863/jum.2011.30.12.1649][PMID: 22124000]Figure 1.Implementation of the digital ultrasound course conceptClassroom setting is displayed, demonstrating simultaneous screen transmission of ultrasound (US) and camera images. A: The peer tutor’s camera image is shared with the students while demonstrating the US examination, B: At the same time the tutor’s mobile phone screen is shared with the students in order to visualize the US image acquisition, C: Students performing the US examination on their own, D: Example of a worksheet, which had to be completed within the app and was stored along with the US images in the cloudDisclosure of Interests:None declared

Conception and Feasibility of a Digital Tele-Guided Abdomen, Thorax, and Thyroid Gland Ultrasound Course for Medical Students (TELUS study)

2021 ◽  
Author(s):  
Elena Höhne ◽  
Florian Recker ◽  
Erik Schmok ◽  
Peter Brossart ◽  
Tobias Raupach ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Average Score ◽  
Learning Material ◽  
Digital Learning ◽  
Undergraduate Medical Students ◽  
Final Exam ◽  
Image Rating

Abstract Purpose Medical education has been transformed during the COVID-19 pandemic, creating challenges regarding adequate training in ultrasound (US). Due to the discontinuation of traditional classroom teaching, the need to expand digital learning opportunities is undeniable. The aim of our study is to develop a tele-guided US course for undergraduate medical students and test the feasibility and efficacy of this digital US teaching method. Materials and Methods A tele-guided US course was established for medical students. Students underwent seven US organ modules. Each module took place in a flipped classroom concept via the Amboss platform, providing supplementary e-learning material that was optional and included information on each of the US modules. An objective structured assessment of US skills (OSAUS) was implemented as the final exam. US images of the course and exam were rated by the Brightness Mode Quality Ultrasound Imaging Examination Technique (B-QUIET). Achieved points in image rating were compared to the OSAUS exam. Results A total of 15 medical students were enrolled. Students achieved an average score of 154.5 (SD ± 11.72) out of 175 points (88.29 %) in OSAUS, which corresponded to the image rating using B-QUIET. Interrater analysis of US images showed a favorable agreement with an ICC (2.1) of 0.895 (95 % confidence interval 0.858 < ICC < 0.924). Conclusion US training via teleguidance should be considered in medical education. Our pilot study demonstrates the feasibility of a concept that can be used in the future to improve US training of medical students even during a pandemic.

Brightness Mode Quality Ultrasound Imaging Examination Technique (B-QUIET)

2011 ◽  
Vol 30 (12) ◽  
pp. 1649-1655 ◽  
Author(s):  
David P. Bahner ◽  
Eric J. Adkins ◽  
Rollin Nagel ◽  
David Way ◽  
Howard A. Werman ◽  
...  
Keyword(s):  
Ultrasound Imaging ◽  
Examination Technique ◽  
Imaging Examination

scholarly journals A Geriatrics Telehealth Curriculum: A Workshop for Medical Students on “Tele-skills” using Standardized Patients

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 912-912
Author(s):  
Lindsay Wilson ◽  
Ross Powell ◽  
Megan Foster ◽  
Kathleen Vogel ◽  
Casey Kelley ◽  
...  
Keyword(s):  
Older Adults ◽  
Medical Education ◽  
Medical Students ◽  
Geriatric Patients ◽  
Prior Experience ◽  
Standardized Patients ◽  
Medical Schools ◽  
Interprofessional Care ◽  
The Us ◽  
Rapid Shift

Abstract Background: Telemedicine allows for interprofessional care of geriatric patients and allows older adults to access healthcare from their homes. The coronavirus pandemic has prompted a rapid shift to telemedicine. In 2016-2017, only 58% of medical schools in the US offered telemedicine curricula. Thus, a large gap in medical education has emerged. There are specific skills needed to ensure students’ “webside” manner is comparable to their bedside manner.This curriculum was created to train medical students in geriatric-sensitive telemedicine using standardized patients (SP). Methods: A didactic detailing geriatric interviewing preceded the SP encounter. Students were assigned roles for the SP encounter as follows: A) Set agenda, elicit questions, triage problems, perform a history, ensure appropriate lighting and audio B) Perform a geriatric review of systems and reconcile medications C) Present an assessment and plan to the preceptor D) Relay the plan to the SP E) Provide feedback. Students were given pre- and post-surveys to assess their comfort using telemedicine and caring for SP’s &gt;65 years old. Results: Seventeen participants were surveyed (pre-survey=17, post-survey=10). Fifty-nine percent of participants reported no prior experience with telemedicine. Participants reported statistically significant increases in comfort using telemedicine (p=0.022), using telemedicine for patients &gt;65 years old (p&lt;0.001), interviewing patients &gt;65 years old over telemedicine (p=0.007), managing patients over telemedicine (p=0.040), and managing patients &gt;65 years old over telemedicine (p=0.001) after completing the curriculum. Discussion: This virtual curriculum improved medical student comfort with geriatric care and telemedicine and highlights the need for telemedicine curricula in medical schools.

scholarly journals Evaluation of chest ultrasound integrated teaching of respiratory system physiology to medical students

2017 ◽  
Vol 41 (4) ◽  
pp. 514-517 ◽  
Author(s):  
Matteo Paganini ◽  
Michela Bondì ◽  
Alessandro Rubini
Keyword(s):  
Medical Education ◽  
Human Physiology ◽  
Medical Students ◽  
Ultrasound Imaging ◽  
Respiratory System ◽  
The Body ◽  
Respiratory Physiology ◽  
Short Term ◽  
Chest Ultrasound ◽  
System Physiology

Ultrasound imaging is a widely used diagnostic technique, whose integration in medical education is constantly growing. The aim of this study was to evaluate chest ultrasound usefulness in teaching respiratory system physiology, students’ perception of chest ultrasound integration into a traditional lecture in human physiology, and short–term concept retention. A lecture about respiratory physiology was integrated with ultrasound and delivered to third-year medical students. It included basic concepts of ultrasound imaging and the physiology of four anatomic sectors of the body of a male volunteer, shown with a portable ultrasound device (pleural sliding, diaphragmatic movement, inferior vena cava diameter variations, cardiac movements). Students’ perceptions of the integrated lecture were assessed, and attendance recorded. After 4 mo, four multiple-choice questions about respiratory physiology were administered during the normal human physiology examinations, and the results of students who attended the lesson and those of who did not were compared. One hundred thirty-four students attended the lecture. Most of them showed encouragement for the study of the subject and considered the ultrasound integrated lecture more interesting than a traditional one and pertinent to the syllabus. Exposed students achieved a better score at the examination and committed less errors than did nonexposed students. The chest ultrasound integrated lecture was appreciated by students. A possible association between the exposure to the lecture and short-term concept retention is shown by better performances of the exposed cohort at the examination. A systematic introduction of ultrasound into physiology traditional teaching will be promoted by the Ultrasound-Based Medical Education movement.

Patient consent to medical students in general practice

2018 ◽  
Vol 68 (suppl 1) ◽  
pp. bjgp18X697229
Author(s):  
Matthew Webb ◽  
Sarah Thirlwall ◽  
Bob McKinley
Keyword(s):  
Medical Education ◽  
General Practice ◽  
Medical Students ◽  
Medical School ◽  
Undergraduate Students ◽  
Teaching Quality ◽  
School Students ◽  
Patient Journey ◽  
Patient Consent ◽  
High Level

BackgroundInformed consent is required for active participation of patients in medical education. At Keele Medical School, we require practices to advertise that they teach undergraduate students and to obtain appropriate patient consent at various stages of the patient journey.AimThe study aimed to explore patients’ experience of consent to involvement in undergraduate medical education in general practice.MethodDuring the final year at Keele University Medical School, students undertake a patient satisfaction survey. A questionnaire was attached to the reverse of this survey during the academic year 2016–2017. The questionnaire explored the stage of the patient journey consent was obtained, whether they were offered an alternative appointment and how comfortable they were with medical students being involved in their care.ResultsA total of 489 questionnaires were completed covering 62 GP practices. 97% of patients reported that consent was obtained at least once during their encounter and the majority reported that this occurred at booking. 98% of patients were comfortable or very comfortable with a medical student leading their consultation. However, 28% of those surveyed stated that they were either not given the option of not seeing the student or there was no other alternative appointment available.ConclusionThe results indicate that in the vast majority of cases patient consent is obtained at least once during their attendance. Patients expressed a high level of satisfaction with medical students’ involvement in their care. Further work is required to evaluate the role of the data as a marker of individual practice teaching quality.

The Duties of Doctors In Medical Education: A Letter To The Editor (Preprint)

2019 ◽  
Author(s):  
Sneha Barai
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Role Models ◽  
Role Model ◽  
General Medical Council ◽  
Future Generations ◽  
Medical Council ◽  
Positive Role ◽  
The Uk ◽  
And Training

UNSTRUCTURED The UK General Medical Council (GMC) explicitly states doctors have a duty to ‘contribute to teaching and training…by acting as a positive role model’. However, recent studies suggest some are not fulfilling this, which is impacting medical students' experiences and attitudes during their training. As such, doctors have a duty to act as role models and teachers, as specified by the GMC, which it seems are not currently being fulfilled. This would improve the medical students’ learning experiences and demonstrate good professional values for them to emulate. Therefore, these duties should be as important as patient care, since this will influence future generations.

scholarly journals Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

2021 ◽  
Author(s):  
Monica Rose Arebalos ◽  
Faun Lee Botor ◽  
Edward Simanton ◽  
Jennifer Young
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Service Learning ◽  
Student Attitudes ◽  
Underserved Populations ◽  
Preclinical Phase ◽  
School Of Medicine ◽  
Students Attitudes ◽  
Medical Student Attitudes ◽  
The University

AbstractAlthough medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students’ attitudes as they complete their medical education.

scholarly journals Artificial intelligence-based education assists medical students’ interpretation of hip fracture

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Chi-Tung Cheng ◽  
Chih-Chi Chen ◽  
Chih-Yuan Fu ◽  
Chung-Hsien Chaou ◽  
Yu-Tung Wu ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Medical Education ◽  
Hip Fracture ◽  
Medical Students ◽  
Medical Image ◽  
Learning System ◽  
Significant Difference ◽  
Dynamic Collaboration ◽  
Increase In Accuracy ◽  
Image Learning

Abstract Background With recent transformations in medical education, the integration of technology to improve medical students’ abilities has become feasible. Artificial intelligence (AI) has impacted several aspects of healthcare. However, few studies have focused on medical education. We performed an AI-assisted education study and confirmed that AI can accelerate trainees’ medical image learning. Materials We developed an AI-based medical image learning system to highlight hip fracture on a plain pelvic film. Thirty medical students were divided into a conventional (CL) group and an AI-assisted learning (AIL) group. In the CL group, the participants received a prelearning test and a postlearning test. In the AIL group, the participants received another test with AI-assisted education before the postlearning test. Then, we analyzed changes in diagnostic accuracy. Results The prelearning performance was comparable in both groups. In the CL group, postlearning accuracy (78.66 ± 14.53) was higher than prelearning accuracy (75.86 ± 11.36) with no significant difference (p = .264). The AIL group showed remarkable improvement. The WithAI score (88.87 ± 5.51) was significantly higher than the prelearning score (75.73 ± 10.58, p < 0.01). Moreover, the postlearning score (84.93 ± 14.53) was better than the prelearning score (p < 0.01). The increase in accuracy was significantly higher in the AIL group than in the CL group. Conclusion The study demonstrated the viability of AI for augmenting medical education. Integrating AI into medical education requires dynamic collaboration from research, clinical, and educational perspectives.

scholarly journals The impact of integrating environmental health into medical school curricula: a survey-based study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin Kligler ◽  
Genevieve Pinto Zipp ◽  
Carmela Rocchetti ◽  
Michelle Secic ◽  
Erin Speiser Ihde
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Environmental Health ◽  
School Curriculum ◽  
Learning Objectives ◽  
Lead Contamination ◽  
Institute Of Medicine ◽  
The Impact

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. Results 36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. Conclusions Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

scholarly journals Medical education challenges and innovations during COVID-19 pandemic

2021 ◽  
pp. postgradmedj-2021-140032
Author(s):  
Michail Papapanou ◽  
Eleni Routsi ◽  
Konstantinos Tsamakis ◽  
Lampros Fotis ◽  
Georgios Marinos ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Student Assessment ◽  
Well Being ◽  
Educational Institutions ◽  
Healthcare Staff ◽  
Academic Trajectories ◽  
Traditional Structure ◽  
Physical Presence ◽  
The Impact

COVID-19 pandemic has undoubtedly disrupted the well-established, traditional structure of medical education. Τhe new limitations of physical presence have accelerated the development of an online learning environment, comprising both of asynchronous and synchronous distance education, and the introduction of novel ways of student assessment. At the same time, this prolonged crisis had serious implications on the lives of medical students including their psychological well-being and the impact on their academic trajectories. The new reality has, on many occasions, triggered the ‘acting up’ of medical students as frontline healthcare staff, which has been perceived by many of them as a positive learning and contributing experience, and has led to a variety of responses from the educational institutions. All things considered, the urgency for rapid and novel adaptations to the new circumstances has functioned as a springboard for remarkable innovations in medical education,including the promotion of a more “evidence-based” approach.

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