• Humans
• Female
• Image-Guided Biopsy/instrumentation
• Image-Guided Biopsy/methods
• Phantoms, Imaging
• Ultrasonography, Interventional/instrumentation
• Ultrasonography, Interventional/methods
• Education, Medical, Undergraduate/methods
• Clinical Competence
• Adult
• Ultrasonography, Mammary/instrumentation
• Breast/pathology
• Breast/diagnostic imaging
• Students, Medical
• Breast Neoplasms/pathology

• Universitätsklinikum Regensburg (8921)

• efast
• emergency medicine
• emergency ultrasound
• medical student
• skill
• trauma

• ultrasonography
• lung
• students, medical
• education, medical

• Humans
• Pilot Projects
• Male
• Brazil
• Ultrasonography
• Female
• Students, Medical
• Young Adult
• Adult
• Lung/diagnostic imaging
• Clinical Competence
• Schools, Medical
• Educational Measurement
• Education, Medical, Undergraduate/methods
• Education, Medical/methods
• Cognition/physiology
• Learning

• handheld ultrasound
• medical education
• medical students
• ultrasound training

• Humans
• Curriculum
• Students
• Education, Medical
• Learning
• Ultrasonography

• diagnostic imaging
• focused assessment with sonography for trauma
• point-of-care testing
• ultrasonography

• Humans
• Thyroid Gland
• Students, Medical
• Pilot Projects
• Feasibility Studies
• Pandemics
• COVID-19
• Abdomen
• Ultrasonography
• Thorax
• Curriculum

• Curriculum recommendations
• Education
• International consensus conference
• Medical student
• Ultrasound
• Undergraduate

• UL1 TR001863 NCATS NIH HHS

• assessment
• medical education
• practical skills
• ultrasound
• undergraduate education

• imaging
• medical education
• medicine

• Point-of-care ultrasound
• Ultrasound
• Undergraduate medical education
• Vertical curriculum

Ultrasound training is an essential part of residency programs during emergency medicine rotations for first-year trainees (postgraduate year 1). The Focused Assessment with Sonography for Trauma examination used to assess for internal bleeding in trauma patients is one of the essential skills postgraduate year 1 residents must acquire during the emergency medicine rotation.

A prospective, longitudinal, observational study of postgraduate year 1 residents during a 2-month long emergency medicine rotation conducted from 1 April 2019 to 31 May 2021. The primary outcome was the mean difference between the hands-on Focused Assessment with Sonography for Trauma examination scores of the first week of the emergency medicine rotation and the same hands-on Focused Assessment with Sonography for Trauma examination scores of the last week of the emergency medicine rotation. All postgraduate year 1 residents had open access to the ultrasound machine to practice examining on other postgraduate year 1 residents or could use it on real patients under supervision of emergency medicine physicians.

A total of 91 postgraduate year 1 residents (65 male and 26 female) were recruited and submitted to the hands-on Focused Assessment with Sonography for Trauma test in both the first and last weeks of the rotation. The mean test score for the postgraduate year 1 residents in the first week was 7.81 (standard deviation = 2.11). The mean test score in the last week was 16.17 (standard deviation = 2.60). The primary outcome of this study was the score difference between the first and last weeks (mean = 8.35, 95% confidence interval = 7.73 to 8.94, p < 0.001, paired t-test).

Hands-on practical Focused Assessment with Sonography for Trauma training for postgraduate year 1 residents during emergency medicine rotations significantly improved their Focused Assessment with Sonography for Trauma test scores.

• Emergency medicine
• Focused Assessment with Sonography for Trauma (FAST)
• postgraduate year 1
• ultrasound

• ERG theory
• Learning motivation
• Ultrasound
• Undergraduate

• Humans
• Learning
• Motivation
• Personal Autonomy
• Students, Medical
• Transcriptional Regulator ERG
• Ultrasonography

• Wan-Fang Hospital Taipei Medical University

• eFAST
• intern
• medical education
• point-of-care ultrasound

• Vajira Hospital Research Foundation Grant for Research Development

• OSPE
• anatomy practical examination
• gross anatomy education
• medical education
• team-based examination
• ultrasound education
• ultrasound skills assessment

• Anatomy/education
• Education, Medical, Undergraduate
• Educational Measurement
• Humans
• Students, Medical
• Ultrasonography

As ultrasound has gained popularity with improving technology and ease-of-use, a push has been made to integrate ultrasound into the medical school curriculum. Many institutions are reporting one- to four-year integrated ultrasound curricula to augment anatomy and pathophysiology teaching. Our goal was to integrate a thyroid ultrasound scanning session into the endocrinology block of our institution’s medical school curriculum to enhance medical student understanding of thyroid anatomy and pathophysiology. We conducted a prospective, single-center cohort (pre-experimental) study to evaluate student performance and knowledge acquisition using a pretest-posttest design. These multimodal sessions, consisting of a didactic, hands-on scanning sessions, and knowledge integration tests, covered ultrasound technique and thyroid evaluation and advanced to diagnosing an abnormal thyroid and working up a thyroid nodule. There were 26 to 27 second-year medical students per session who rotated between three stations proctored by credentialled physicians. Students participated in hands-on scanning of patients with or without thyroid pathology at each station. Out of the 209 students who participated in the ultrasound sessions, 114 (54.5%) consented to participate in the research project and completed both the pretest and posttest. Test data from the 114 students showed a mean pretest score of 57.5% ± 14.6% and the mean posttest score of 73.9% ± 17.4%. They had a 16.5% ± 19.6% (p < 0.001) increase in score between the two tests. Our study demonstrates that a multimodal thyroid ultrasound scanning session is an effective tool to augment the medical school endocrinology curriculum and to improve students’ knowledge of thyroid anatomy, pathophysiology, and diagnostic workup of thyroid nodules.

• education
• medical student training
• thyroid
• ultrasound

Point-of-care ultrasound (POCUS) is a powerful diagnostic tool and provides treatment guidelines in acute critical settings. However, the limitation of using POCUS is operator dependent. Appropriate and validated training for acquiring and using skills in practice must be conducted before using POCUS in clinical settings in order to keep patients safe. Simulation education models have been introduced as a way to solve and overcome these concerns. However, the commercial simulator with sufficiently secured fidelity is expensive and not always available. This review focused on the inexpensive and easily made simulators for education on POCUS in critical specific situations related to the airway, breathing, circulation, and disability. We introduced the simulators that used non-infectious materials, with easily transportable features, and that had a sonographic appearance reproducibility similar to human tissue. We also introduced the recipe of each simulator in two parts: Materials surrounding disease simulators (surrounding materials) and specific disease simulators themselves (target simulators). This review article covered the following: endotracheal or oesophageal intubation, lung (A-lines, B-lines, lung sliding, and pleural effusions such as hemothorax), central vein access, pericardial fluid (cardiac tamponade), the structure related to the eyes, soft tissue abscess, nerve (regional nerve block), and skull fracture simulators.

• Critical care
• Education
• Emergency medicine
• Simulation training
• Point-of-care
• Ultrasonography

• Focused assessment with sonography for trauma
• Mastery of learning
• Sonography
• Surgery
• Undergraduate medical training

• Abdomen/diagnostic imaging
• Clinical Competence
• Comparative Effectiveness Research
• Education, Medical, Undergraduate/methods
• Female
• Humans
• Male
• Teaching
• Ultrasonics/education
• Ultrasonography
• Young Adult

More and more family physicians (FPs) are using point-of-care ultrasonography (POCUS) in Europe. Still, there is no general consensus about the specific knowledge and skills that a FP should acquire in order to effectively perform POCUS. The objective of this study was to identify indications for the use of POCUS among FPs, explore the barriers of its use and provide an expert opinion of FPs on knowledge and skills required to effectively implement POCUS in family practice.

A modified two-round Delphi study was carried out among FPs using POCUS in Slovenia.

21 FPs were invited to participate in the study. A total of 13 FPs (62%) responded the round-one questionnaire and 10 (48%) completed the round-two questionnaire. Results show a large variability of indications for the use of POCUS in family practice, the most common being acute abdominal conditions, lung ultrasonography and eyeballing echocardiography. In contrast, the results show little variability in barriers for the use of POCUS, the most common being lack of time, inaccessibility of specific training programmes and financial issues. There is a strong consensus on the knowledge and skills needed to perform POCUS. Panellists agreed on a learning medical knowledge, technical skills and expressed a need for individual consultations and tutorship options.

This study proves that although POCUS is used in family practice for a wide variety of indications with a significant number of barriers, there is a strong consensus on what a FP needs to know to effectively perform POCUS.

• Family medicine
• Family practice
• General practice
• Point-of-care ultrasonography
• Primary health care
• Ultrasound

• Equipment and Supplies
• Image Processing, Computer-Assisted
• Robotics
• Software
• Ultrasonography

The point-of-care ultrasound of the airway (POCUS-A) is a useful examination method but there are currently no educational programs for medical students regarding it. We designed a POCUS-A training curriculum for medical students to improve three cognitive and psychomotor learning domains: knowledge of POCUS-A, image acquisition, and image interpretation.

Two hours of training were provided to 52 medical students in their emergency medicine (EM) rotation. Students were evaluated for cognitive and psychomotor skills before and immediately after the training. The validity measures were established with the help of six specialists and eight EM residents. A survey was administered following the curriculum.

Cognitive skill significantly improved after the training (38.7±12.4 vs. 91.2±7.7) and there was no significant difference between medical students and EM residents in posttest scores (91.2±7.7 vs. 90.8±4.6). The success rate of overall POCUS-A performance was 95.8%. The students were confident to perform POCUS-A on an actual patient and strongly agreed to incorporate POCUS-A training in their medical school curriculum.

Cognitive and psychomotor skills of POCUS-A among medical students can be improved via a limited curriculum on EM rotation.

• Airway management
• Education, medical
• Ultrasonography

• R01 HL127316 NHLBI NIH HHS

• Academic teaching
• Curriculum
• Patient simulation
• Point of care technology
• Undergraduate education

As the utility of point-of-care ultrasound (POCUS) continues to expand in the medical field, there is a need for effective educational methods. In Switzerland, medical education follows the European model and lasts 6 years, focusing on preclinical training during the first 2 years. No previous studies have evaluated the optimal time for teaching ultrasound in European medical education.

The aim of this study is to provide ultrasound training to medical students in Switzerland at varying times during their clinical training to determine if the level of training plays a role in their ability to comprehend and to apply basic POCUS skills.

We performed an observational study utilizing a convenience sample of Swiss medical students between July 11, 2016 and August 6, 2016. They were taught a 2-day POCUS course by five American-trained 1^st-year medical students. Following this course, students were evaluated with written and clinical examination.

100 Swiss medical students were enrolled in the study. A total of 59 of these students were early clinical students, and 41 students were late clinical students. A two-tailed t-test was performed and demonstrated that the late clinical students performed better than the early clinical students on the written assessment; however, no difference was found in clinical skill.

Our data suggest that Swiss medical students can learn and perform POCUS after a 2-day instructional taught by trained 1^st-year American medical students. No difference was found between students in early clinical training and late clinical training for the ability to perform POCUS.

• Medical education
• Switzerland
• ultrasound teaching

To evaluate a method aimed at teaching ultrasound techniques to medical students in emergency settings.

A prospective study conducted with 66 sixth-year undergraduate medical students. Students participated in theory and practicing sessions with a 5-hour load; knowledge acquisition was assessed through pre- and post-course and 90-day tests. A questionnaire were distributed to the students after course completion for theoretical and practical knowledge assessment.

Average pre-test grade in theoretical content evaluation was 4.9, compared to 7.6 right after course completion, and 5.9 within 90 days (p<0.001). Questions addressing technical aspects and image acquisition were mostly answered correctly; in contrast, questions related to clinical management of patients tended to be answered incorrectly. In practical evaluation, 54 students (81.8%) were able to correctly interpret images.

Ultrasound applicability and image acquisition techniques can be taught to medical students in emergency settings. However, teaching should be focused on technical aspects rather than clinical management of patients.

• Education
• Knobology
• Medical students
• Point of care
• Ultrasound

• Curriculum
• Humans
• Internationality
• Societies, Medical
• Students, Medical
• Ultrasonics/education

• education
• emergency medicine
• military medicine
• ultrasonography

• medical education
• medical student
• ultrasonography
• point-of-care technology

• Adult
• Education, Medical, Undergraduate/methods
• Educational Measurement
• Female
• Humans
• Knowledge
• Male
• Point-of-Care Testing
• Prospective Studies
• Retention, Psychology
• Students, Medical/psychology
• Surveys and Questionnaires
• Ultrasonography/methods
• Young Adult

• Adult
• Catheterization/methods
• Central Venous Catheters
• Clinical Competence/statistics & numerical data
• Education, Medical, Graduate/methods
• Female
• Humans
• Internship and Residency
• Male
• Medical Staff, Hospital
• Pilot Projects
• Students, Medical/psychology
• Surveys and Questionnaires
• Ultrasonography
• United Kingdom

• education
• medical education
• medical students
• point of care ultrasonography
• ultrasonography
• ultrasound
• undergraduate medical education

• Clinical Competence
• Curriculum
• Education, Medical, Undergraduate/methods
• Humans
• Ultrasonics/education
• Ultrasonography

Introduction

Many undergraduate medical education (UME) programs have begun adopting point-of-care ultrasound (PoCUS) curricula, reflecting the increasing ubiquity of this technique across medical specialties. The structures of international PoCUS curricula have been extensively studied. However, the efficacy of these curricula to increase knowledge and confidence in PoCUS is less well-studied. We investigated whether a structured, small-group PoCUS teaching session consisting of pre-defined learning objectives, an introductory presentation, and a mandatory hands-on scanning component would increase pre-clerk knowledge of and confidence in PoCUS theory, use, and interpretation.

Methods

A pre-post study was designed to assess changes in pre-clerk knowledge and confidence in PoCUS theory, use, and interpretation. Pre-clerks were recruited from the Hamilton campus of the Michael G. DeGroote School of Medicine at McMaster University. Pre-clerks were organized into four groups, with an average group size of seven learners. Two preceptors each taught two groups. Sessions included an introductory PowerPoint presentation and one-on-one preceptor-guided practice in identifying abdominal and genitourinary structures using PoCUS. Student responses on pre- and post-intervention surveys were analyzed to identify changes in knowledge and confidence. Student satisfaction with the teaching session was assessed from self-reported levels of agreement with satisfaction statements. The strengths and areas of improvement for the teaching sessions were identified from open-ended survey responses.

Results

Data from 27 students indicated a significant improvement in knowledge test scores (p < .05), with no significant differences between groups (F(3,23) = 0.64, p = n.s.) or between students with different preceptors (p = n.s.). Students’ confidence in PoCUS use and interpretation improved significantly (p < .05 for both), with no significant differences between groups (F(3,23) = 0.70, p = n.s. and F(3,23) = 0.32, p = n.s., respectively) or between students with different preceptors (p = n.s. for both). Improvements in knowledge of and confidence in PoCUS use were significantly correlated (r = .44, p < .05). All of the students agreed that they liked the instruction, content, and structure of the teaching session. The most frequently cited strengths of the teaching sessions were the mandatory individual practice time per student, individualized instruction from and interactions with preceptors, and the small group structure of the sessions.

Conclusion

This study provides novel evidence that a structured, small-group teaching session featuring a didactic presentation, defined learning objectives, and mandatory hands-on learning can effectively teach introductory PoCUS knowledge and skills to pre-clerks and increase student confidence. Future studies will investigate the retention and application of PoCUS knowledge and skill throughout clerkship and early residency training to determine if this teaching model can facilitate longitudinal PoCUS learning and competency as well as improved diagnostic capabilities as students advance through undergraduate medical training.

• clinical skills
• confidence
• knowledge acquisition
• pocus
• pre-post study
• preclerkship
• small group learning
• teaching tool
• ume
• undergraduate physical exam skills

Ultrasound (US) is widely used among physicians. There has been no standardized curriculum in US for undergraduate medical students. This study aimed to assess the US image acquisition skill of final year medical students after adding 2 weeks dedicated radiology rotation.

At our institution, there are two hospital affiliations. Two-week radiology rotation was added for the final-year students of one affiliation. These students had a chance to do the US in real-life clinical settings proctored by radiologists. At the end of the academic year, US image acquisition skill was assessed by objective structured clinical examination (OSCE) in students from both affiliations.

From 48-final-year medical students, 28 students finished the 2 week radiology rotation. OSCE mean score of the students who received radiology rotation was significantly higher than other groups with a score of 65.5 compared to 53.3, respectively (P = 0.006). The student background characteristics had no relationship with the OSCE score (P = 0.565).

Results showed that exposure through a dedicated radiology rotation in only 2 weeks is helpful to improve the US skill of the medical students regardless of their background performances. Exposure to live patients is essential for students' experiences. OSCE can be used as a standardized assessment tool.

• Medical education
• teaching
• ultrasound

• clinical reasoning
• education
• emergency medicine
• medical education
• point-of-care ultrasound
• urology

• Canada
• Curriculum
• Education, Medical, Undergraduate/methods
• Humans
• Point-of-Care Systems
• Ultrasonics/education
• Ultrasonography
• Urology/education

• bedside ultrasound
• chest ct
• chest pain
• chest radiography
• dyspnea
• emergency department
• point-of-care ultrasound
• radius
• rapid assessment of dyspnea in ultrasound
• ultrasound

• Economical ultrasound training
• Medical education
• Ultrasound education
• Undergraduate medical education

• Curriculum
• Education, Medical, Undergraduate/economics
• Humans
• Schools, Medical/economics
• Schools, Medical/statistics & numerical data
• Statistics, Nonparametric
• Students, Medical/statistics & numerical data
• Surveys and Questionnaires
• Time Factors
• Ultrasonics/economics
• Ultrasonics/education
• Ultrasonography/instrumentation
• Ultrasonography/statistics & numerical data

• EFAST
• Emergency medicine
• Emergency ultrasound
• Medical student
• OSCE
• Skill
• Trauma

• ultrasound
• vascular medicine