Evaluating Didactic Methods for Training Medical Students in the Use of Bedside Ultrasound for Clinical Practice at a Faculty of Medicine in Romania.

Autor: Florescu CC; University of California Irvine School of Medicine, Irvine, California USA. florescu@uci.edu., Mullen JA; University of California Irvine School of Medicine, Irvine, California USA., Nguyen VM; University of California Irvine School of Medicine, Irvine, California USA., Sanders BE; University of California Irvine School of Medicine, Irvine, California USA., Vu PQ; University of California Irvine School of Medicine, Irvine, California USA.
Jazyk: angličtina
Zdroj: Journal of ultrasound in medicine : official journal of the American Institute of Ultrasound in Medicine [J Ultrasound Med] 2015 Oct; Vol. 34 (10), pp. 1873-82. Date of Electronic Publication: 2015 Sep 11.
DOI: 10.7863/ultra.14.09028
Abstrakt: Objectives: Medical students' time is limited, so efficiency in medical education is valued. This research project aimed to determine the most effective means to teach bedside ultrasound to medical students in a 1-week training course. We hypothesized that the best method would include a combination of podcasts and hands-on teaching; therefore, there would be a statistically significant difference among the various methods of teaching.
Methods: Medical students were randomly assigned to 3 groups. All groups attended a 50-minute hands-on bedside ultrasound training session. Students in the first group attended a 50-minute live lecture before the hands-on session, whereas students in the second group watched a podcast that covered the same material as the live lecture. Students in the third group served as the control and only attended the hands-on sessions. Five topics were covered during the course: (1) introduction to ultrasound, (2) pulmonary ultrasound, (3) cardiac ultrasound, (4) hepatobiliary ultrasound, and (5) focused assessment with sonography for trauma. Students completed a 20-question pre- and post-training quiz that covered basic ultrasound principles. Students also conducted a focused assessment with sonography for trauma examination for the practical portion of their evaluation.
Results: Students' pre- to post-training quiz scores increased from 33.6% to 72.6% correct in the lecture group (n = 21; P < .0001), from 40.7% to 75.5% correct in the podcast group (n = 20; P< .0001), and from 37.8% to 70.0% correct in the control group (n = 23; P< .0001). Data analysis of written and practical examination scores showed no significant differences among the groups [F(2,61) = 0.885; P = .418; F(2,60) = 1.739; P = .184, respectively].
Conclusions: These results suggest that all 3 methods are equally effective in teaching novice medical students basic ultrasound knowledge and skills.
(© 2015 by the American Institute of Ultrasound in Medicine.)
Databáze: MEDLINE
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