Research: Does the Addition of Ultrasound Enhance Cardiac Anatomy Learning in Undergraduate Medical Education?

POCUS Journal ◽  
2017 ◽  
Vol 2 (1) ◽  
pp. 7-8 ◽  
Author(s):  
Joshua Durbin, MD ◽  
Amer M. Johri, MD ◽  
Anthony Sanfilippo, MD
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Point Of Care ◽  
Therapeutic Interventions ◽  
First Year ◽  
Point Of Care Ultrasound ◽  
Cardiac Anatomy ◽  
True Value ◽  
Queen's University ◽  
First Year Medical Students

With the advent of portable hand-held ultrasound units, the use of point of care ultrasound (POCUS) has become increasingly popular amongst a wide array of medical specialists for both diagnostic and therapeutic interventions. Canada-wide surveys demonstrate a desire for increased utilization of POCUS in primary medical education. In this study, we aim to assess the efficacy of an ultrasound based anatomy tutorial and the perspectives of a cohort of first year medical students at Queen’s University. Students were recruited, randomized to pre or post-test analysis, and provided with a supplementary lecture on cardiac anatomy utilizing echocardiography studies. In this study, we were unable to demonstrate a difference between understanding of basic cardiac anatomy between groups. However, we were able to report the opinions and perspectives of a small cohort of first year medical students at Queen’s University, illustrating a desire for increased exposure and training towards cardiac POCUS in primary medical education. Further evidence is required to delineate the true value of these experiences.

scholarly journals Evaluation of a point of care ultrasound curriculum for Indonesian physicians taught by first-year medical students

2017 ◽  
Vol 8 (4) ◽  
pp. 281 ◽  
Author(s):  
Jonathan B. Lee ◽  
Christina Tse ◽  
Thomas Keown ◽  
Michael Louthan ◽  
Christopher Gabriel ◽  
...  
Keyword(s):  
Medical Students ◽  
Point Of Care ◽  
First Year ◽  
Point Of Care Ultrasound ◽  
First Year Medical Students

scholarly journals Career aspirations and apprehensions regarding medical education among first year medical students in Delhi

2007 ◽  
Vol 32 (3) ◽  
pp. 217 ◽  
Author(s):  
Anita Nath ◽  
Rahul Malhotra ◽  
GK Ingle ◽  
Panna Lal ◽  
Chetna Malhotra
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Career Aspirations ◽  
First Year ◽  
First Year Medical Students

Can first-year medical students acquire quality improvement knowledge prior to substantial clinical exposure? A mixed-methods evaluation of a pre-clerkship curriculum that uses education as the context for learning

2018 ◽  
Vol 27 (7) ◽  
pp. 576-582 ◽  
Author(s):  
Allison Brown ◽  
Aditya Nidumolu ◽  
Alexandra Stanhope ◽  
Justin Koh ◽  
Matthew Greenway ◽  
...  
Keyword(s):  
Medical Education ◽  
Quality Improvement ◽  
Mixed Methods ◽  
Medical Students ◽  
Health System ◽  
Future Research ◽  
First Year ◽  
Clinical Scenarios ◽  
First Year Medical Students ◽  
The Impact

BackgroundQuality Improvement (QI) training for health professionals is essential to strengthen health systems. However, QI training during medical school is constrained by students’ lack of contextual understanding of the health system and an already saturated medical curriculum. The Program for Improvement in Medical Education (PRIME), an extracurricular offered at the Michael G. DeGroote School of Medicineat McMaster University (Hamilton, Canada), addresses these obstacles by having first-year medical students engage in QI by identifying opportunities for improvement within their own education.MethodsA sequential explanatory mixed-methods approach, which combines insights derived from quantitative instruments and qualitative interview methods, was used to examine the impact of PRIME on first-year medical students and the use of QI in the context of education.ResultsThe study reveals that participation in PRIME increases both knowledge of, and comfort with, fundamental QI concepts, even when applied to clinical scenarios. Participants felt that education provided a meaningful context to learn QI at this stage of their training, and were motivated to participate in future QI projects to drive real-world improvements in the health system.ConclusionsEarly exposure to QI principles that uses medical education as the context may be an effective intervention to foster QI competencies at an early stage and ultimately promote engagement in clinical QI. Moreover, PRIME also provides a mechanism to drive improvements in medical education. Future research is warranted to better understand the impact of education as a context for later engagement in clinical QI applications as well as the potential for QI methods to be translated directly into education.

scholarly journals Attitude of first year medical students towards cadaveric dissection: a cross sectional study in a medical college of West Bengal, India

2019 ◽  
Vol 6 (6) ◽  
pp. 2679
Author(s):  
Romy Biswas ◽  
Raktim Bandyopadhyay
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Cross Sectional Study ◽  
Emotional Reactions ◽  
Human Anatomy ◽  
First Year ◽  
Cadaver Dissection ◽  
Cross Sectional ◽  
Active Involvement ◽  
First Year Medical Students

Background: Cadaver dissection is mandatory for medical education. The cadaver dissection develops the knowledge and skill of the students regarding human anatomy to understand and accomplish the necessity of medical education and clinics in future. This study was conducted to assess the attitude and emotional reactions of first year Medical students to the dissecting cadavers.Methods: The attitude and opinion of students on cadaver dissection was assessed by a modified structured pretested questionnaire after one week of dissection class among all first year medical students by cross-sectional design.Results: Males and females were in the ratio of 7:3.88.3% complied that active involvement is necessary but only 10.9% told that models or virtual program could replace dissection. Altogether 49.6%% had experienced the excitement, 15.3% had experienced headache and sweating. 87.6%% were curious about cadaver dissection and 84.7 %were interested; however 8% had negative feelings towards dead body.Conclusions: Majority of students opined cadaver dissection was the best method for learning and understanding Human anatomy. Pre-education sessions and interaction with the teacher’s prior dissection will help to remove the anxiety among students and will enable them to get involved in their dissection classes.

scholarly journals Evaluating the appropriateness of electronic information resources for learning in pre-clerkship medical education : an eye tracking study

2015 ◽  
Author(s):  
◽  
Dinara Saparova
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Outcomes ◽  
Mental Effort ◽  
Information Resources ◽  
First Year ◽  
Electronic Information ◽  
Electronic Information Resources ◽  
Significant Difference ◽  
First Year Medical Students

Current U.S. medical students have begun to rely on electronic information repositories -- such as UpToDate, Access Medicine, and Wikipedia -- for their pre-clerkship medical education. However, it is unclear whether these resources are appropriate for this level of learning due to factors involving information quality, level of evidence, and the requisite knowledge base. This study evaluated the appropriateness of electronic information resources from a novel perspective: the amount of mental effort learners invest in interactions with these resources and the effects of the experienced mental effort on learning. Eighteen first-year medical students read about three unstudied diseases in the three above-mentioned resources (a total of 54 observations). Their eye movement characteristics (i.e., fixation duration, fixation count, visit duration, and task-evoked pupillary response) were recorded and used as psychophysiological indicators of the experienced mental effort. Post reading, students' learning was assessed with a multiple-choice test. Eye metrics and test results constituted quantitative data that were analyzed according to the repeated Latin square design. Students' perceptions and observations of their interactions with the information resources constituted qualitative data that were also obtained. Participants' feedback from semi-structured interviews and recordings of students' information acquisition behaviors were reviewed, transcribed, and open coded for the emergent themes. Compared to Access Medicine and Wikipedia, UpToDate was associated with significantly higher values of eye metrics suggesting higher mental effort experienced by learners when using this resource. No statistically significant difference between the amount of mental effort and learning outcomes was found. More so, descriptive statistical analysis of the knowledge test scores suggested similar level of learning regardless of the information resource used. Students' feedback and observations of their behaviors were informative in understanding and interpreting the differences in quantitative findings. Judging by the learning outcomes, all three information resources were found appropriate for learning. UpToDate, however, when used alone, may be less appropriate for first-year medical students' learning as it does not fully address their information needs and is more demanding in terms of invested cognitive resources.

scholarly journals The PEGASUS Games: Physical Exam, Gross Anatomy, phySiology and UltraSound Games for Preclinical Medical Education

POCUS Journal ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 22-28
Author(s):  
Mary Hennekes ◽  
Sarah Rahman ◽  
Andrea Schlosser ◽  
Anne Drake ◽  
Tessa Nelson ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Point Of Care ◽  
Gross Anatomy ◽  
Traditional Learning ◽  
Point Of Care Ultrasound ◽  
Learning Material ◽  
Significant Difference ◽  
Post Test ◽  
Preclinical Medical Students

Introduction: Gamification engages learners and has successfully taught point-of-care ultrasound (POCUS) to residents and fellows. Yet ultrasound (US) curricula in undergraduate medical education remains limited. This study assessed a gamification model integrating US, anatomy, physiology, physical examination, and radiology created for preclinical medical students as compared with traditional didactic education. Methods: Twenty first-year medical students participated in a session on neck and thyroid material. Students were randomly assigned to a game or non-game group. Game students participated in games incorporating thyroid US with exam maneuvers, other imaging modalities, physiology, and pathology. Non-game students were taught the same material with an instructor. Students were assessed with a pretest and immediate and delayed post-tests. Group differences and scores were assessed using t-tests. A Likert scale evaluated learners’ opinions of the educational experience. Results: The game group performed better than the non-game group on the immediate post-test (p = 0.007, CI = [0.0305, ∞]). There was no significant difference between the groups on the delayed post-test (p = 0.726, CI = [-0.120, ∞]). Students in both groups felt more confident in their knowledge of the material, and all students in the game group agreed that the games encouraged teamwork. Most (9/10) stated the games allowed them to learn the material more effectively and would like to see more gamification (8/10). Conclusion: This US education model incorporating gamification for preclinical medical students promotes teamwork and is as effective for learning material than a traditional learning model. Students additionally convey a positive attitude towards gamification.

scholarly journals An overview of the first year Undergraduate Medical Students Feedback on the Point of Care Ultrasound Curriculum

2018 ◽  
Vol 2 (1) ◽  
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Health Care Providers ◽  
Point Of Care ◽  
First Year ◽  
Clinical Anatomy ◽  
Point Of Care Ultrasound ◽  
Care Providers ◽  
Undergraduate Medical Students ◽  
Portable Ultrasound

With the technological progress of different types of portable Ultrasound machines, there is a growing demand by all health care providers to perform bedside Ultrasonography, also known as Point of Care Ultrasound (POCUS). This technique is becoming extremely useful as part of the Clinical Skills/Anatomy teaching in the undergraduate Medical School Curriculum. Teaching/training health care providers how to use these portable Ultrasound machines can complement their physical examination findings and help in a more accurate diagnosis, which leads to a faster and better improvement in patient outcomes. In addition, using portable Ultrasound machines can add more safety measurements to every therapeutic/diagnostic procedure when it is done under an Ultrasound guide. It is also considered as an extra tool in teaching Clinical Anatomy to Medical students. Using an Ultrasound is one of the different imaging modalities that health care providers depend on to reach their diagnosis, while also being the least invasive method. We thought investing in training the undergraduate Medical students on the basic Ultrasound scanning skills as part of their first year curriculum will help build up the foundation for their future career

scholarly journals The Evolution of Ultrasound in Medicine: A Case Report of Point-of-care Ultrasound in the Self-diagnosis of Acute Appendicitis

2020 ◽  
Vol 4 (4) ◽  
pp. 527-529
Author(s):  
Barry Knapp ◽  
Kean Feyzeau ◽  
Austin Smith ◽  
Donald Byars ◽  
Craig Goodmurphy ◽  
...  
Keyword(s):  
Emergency Department ◽  
Medical Education ◽  
Case Report ◽  
Medical Student ◽  
Point Of Care ◽  
Rapid Evolution ◽  
Lower Abdominal Pain ◽  
The Self ◽  
First Year ◽  
Point Of Care Ultrasound

Introduction: Point-of-care ultrasound (POCUS) education during medical school develops physicians who are properly prepared for the next generation of medicine. The authors present the case of a first-year medical student who self-diagnosed appendicitis using POCUS. Case Report: A 25-year-old, first-year medical student presented to the emergency department with lower abdominal pain. What seemed like a straightforward appendicitis presentation came with a twist; the student brought self-performed ultrasound imaging of his appendix. Conclusion: The student’s ultrasound skill set reflects favorably on the rapid evolution of ultrasound teaching in medical education.

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