J. Matthew Fields, MD Joshua J. Davis, MD SDRME 2019, Albuquerque, NM

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Presentation transcript:

J. Matthew Fields, MD Joshua J. Davis, MD SDRME 2019, Albuquerque, NM Ultrasonography in Undergraduate Medical Education: A Systematic Review J. Matthew Fields, MD Joshua J. Davis, MD SDRME 2019, Albuquerque, NM

Ultrasonography

The New Stethoscope?

Benefits

Ultrasound in Medical Education such as understanding three dimensional anatomical relationships and real time dynamic visualization of teaching topics.

Multiple Curriculums USC, UCI, Ohio State, Harvard, etc.. Year 1 anatomy, physics and scan technique physiology, Doppler assessment of carotid flow, echo for cardiac hemodynamics Year 2 integrates with Introduction to clinical medicine classes and pathology (pelvic, abdominal organs, cardiac, lung, ocular, musculoskeletal) Years 3 & 4 Clinical Rotations

Our Experience

Objective To complete a systematic review of outcomes related to teaching ultrasound to medical students

Methods PRISMA OVID/SCOPUS MERSQI

PRISMA

OVID

MERSQI

MERSQI

Results 95 Articles 10,222 students MERSQI median 11/18

Selection of Study Process 6,936 titles identified in database search 828 duplicates removed 6,108 abstracts reviewed 5,651 articles irrelevant to study 457 full text articles ordered 362 articles excluded for not meeting inclusion 95 relevant articles identified 2 articles identified by reference check 2 articles excluded for duplicate data 95 articles included review

Type of Ultrasound

Outcomes Assessed and Study Characteristics

Discussion

Conclusion There is ample evidence that students can learn US knowledge and skills and that they enjoy and want US training in medical school. The evidence for the effect of US on external outcomes is limited, and there is insufficient evidence to recommend it for this purpose at this time.

Concerns? Questions? Monologues? Discussion? Riddles? Questions? Comments? Diatribes? Anecdotes?

Acknowledgements Research was supported by Society for Directors of Research in Medical Education (SDRME) Special appreciation to our team: Corinne Wessner, RDMS, RVT; Charlie Pohl, MD; Arthur Au, MD; Jacqueline Potts, MD

References Cantisani V, Dietrich CF, Badea R et al. EFSUMB statement on medical student education in ultrasound. Ultrasound International Open. 2016;2(1):E2-E7. Bahner DP, Adkins EJ, Hughes D, Barrie M, Boulger CT, Royall NA. Integrated medical school ultrasound: development of an ultrasound vertical curriculum. Crit Ultrasound J. 2013;5(1):6. Griksaitis MJ, Scott MP, Finn GM. Twelve tips for teaching with ultrasound in the undergraduate curriculum. Medical Teacher. 2014;36:19-24. Hoppmann RA, Rao VV, Paston MB, et al. An integrated ultrasound curriculum (iUSC) for medical students: 4-year experience. Crit Ultrasound J. 2011;3(1):1-12. Soloman SD, Saldana F. Point-of-care ultrasound in medical education — Stop listening and look. New Engl J Med. 2014;370:1083-1085. Cook T, Hunt P, Hoppman R. Emergency medicine leads the way for training medical students in clinician-based ultrasound: a radical paradigm shift in patient imaging. Acad Emerg Med 2007 Jun;14(6):558-561 Reed DA, Cook DA, Beckman TJ, Levine RB, Kern DE, Wright SM. Association between funding and quality of published medical education research. J Am Med Assoc. 2007;298:1002–1009.