Point-of-care Head and Neck Sonography for Clinical Problem-solving: Impact of One-day Training Sessions on Medical Student Education
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Author
Friedman, LucasSitu-LaCasse, Elaine
Acuna, Josie
Amini, Richard
Irving, Steven C
Stolz, Lori A
Sterling, Robert
Jung, Chan
Sanders, Arthur B
Adhikari, Srikar
Affiliation
Univ Arizona, Dept Emergency MedUniv Arizona, Emergency Med
Univ Arizona, Coll Med, Emergency Med
Issue Date
2018-12-17
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CUREUS INCCitation
Friedman L, Situ-Lacasse E, Acuna J, et al. (December 17, 2018) Point-of-care Head and Neck Sonography for Clinical Problem-solving: Impact of One-day Training Sessions on Medical Student Education. Cureus 10(12): e3740. doi:10.7759/cureus.3740Journal
CUREUSRights
© Copyright 2018 Friedman et al. This is an open access article distributed under the terms of the Creative Commons Attribution License CC-BY 3.0.Collection Information
This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.Abstract
Introduction The curriculum for medical student education is continuously evolving to emphasize knowledge acquisition with critical problem-solving skills. Medical schools have started to implement curricula to teach point-of-care ultrasound skills. To our knowledge, the expansion into head and neck sonography for medical student education is novel and has never been studied. Our objective was to determine the feasibility of implementing point-of-care head and neck sonography and critical problem-solving instruction for medical student education. Methods This was a cross-sectional study enrolling third-year medical students with minimal prior ultrasound experience. A one-day educational curriculum focusing on the use of head and neck ultrasound for clinical problem-solving was integrated into one of the week-long intersessions. The components of point-of-care ultrasound workshop included asynchronous learning, one-hour didactic lecture, followed by a pre-test assessment, then a one-day hands-on workshop, and finally a post-test assessment administered at the end of the training session. Results A total of 123 subjects participated in this study. Ninety-one percent completed the questionnaire prior to the workshop and 83% completed the post-test questionnaire. The level of comfort with using an ultrasound system significantly increased from 31% to 92%. Additionally, the comfort level in interpreting ultrasound images also significantly increased from 21% to 84%. Eighty-nine percent (95% CI, 86%-97%) had an interest in learning ultrasound and would enroll in an optional ultrasound curriculum if given the opportunity. Knowledge of specific ultrasound applications also increased from 60% (after asynchronous learning and lectures) to 95% (after additional hands-on sonographic training). Conclusion At our institution, we successfully integrated point-of-care head and neck sonography and critical problem-solving instruction for medical student education.Note
Open access journalISSN
2168-8184PubMed ID
30800550Version
Final published versionae974a485f413a2113503eed53cd6c53
10.7759/cureus.3740
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Except where otherwise noted, this item's license is described as © Copyright 2018 Friedman et al. This is an open access article distributed under the terms of the Creative Commons Attribution License CC-BY 3.0.
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