Virtual Anatomy and Point-of-Care Ultrasonography Integration Pilot for Medical Students

Autor/inn/en	Olivares-Perez, Marcus E.; Graglia, Sally; Harmon, Derek J.; Klein, Barbie A.
Titel	Virtual Anatomy and Point-of-Care Ultrasonography Integration Pilot for Medical Students
Quelle	In: Anatomical Sciences Education, 15 (2022) 3, S.464-475 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Olivares-Perez, Marcus E.) ORCID (Harmon, Derek J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.2151
Schlagwörter	Anatomy; Diagnostic Tests; Medical Education; Medical Students; Undergraduate Students; Video Technology; Demonstrations (Educational); Instructional Effectiveness; Technology Integration; Electronic Learning; Scores + Suchen Sie Ihr Suchwort? Anatomie; Diagnostic test; Diagnostischer Test; Medizinische Ausbildung; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Unterrichtserfolg
Abstract	Despite its significant clinical use, there is no standardized point-of-care ultrasonography (POCUS) curriculum in undergraduate medical education. As Covid-19 abruptly mandated the use of virtual education, instructors were challenged to incorporate and improve POCUS education within these new constraints. It was hypothesized that integrating POCUS into anatomy via brief video lessons and a subsequent interactive virtual lesson would lead to an objective understanding of POCUS concepts, improved understanding of the corresponding anatomy, and subjective improvement of student confidence with POCUS. A cross-sectional descriptive study assessed first-year medical students' perspectives and performance before and after the interventions (n = 161). The intervention was split into two parts: (1) three optional 10-minute POCUS videos that reinforced anatomy concepts taught in the laboratory sessions, and (2) a subsequent two-hour interactive virtual session reviewing POCUS and anatomy concepts. Students completed a knowledge and confidence assessment tool before and after the interactive session. Survey responses (n = 51) indicated that 94% of students felt the optional videos improved their understanding of POCUS and were educationally valuable. One half of medical students (50%) indicated that the demonstrations improved their anatomy understanding. Initial self-reported confidence was low after the optional video lessons, despite an average score of 58% on the knowledge assessment (n = 130). However, confidence increased significantly along with an increase in score performance to 80% after the interactive session (n = 39, P < 0.01). Results suggest that the virtual integration pilot enhanced student learning of both anatomy and POCUS. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01