UA Open Access Publishing Fund / Study objectives: Multiple curricula have been designed to teach medical students the basics
of ultrasound; however, few focus on critical problem-solving. The objective of this study is to
determine whether a theme-based ultrasound teaching session, dedicated to the use of ultrasound
in the management of the hypotensive patient, can impact medical students’ ultrasound education
and provide critical problem-solving exercises.
Methods: This was a cross-sectional study using an innovative approach to train 3rd year
medical students during a 1-day ultrasound training session. The students received a 1-hour
didactic session on basic ultrasound physics and knobology and were also provided with YouTube
hyperlinks, and links to smart phone educational applications, which demonstrated a variety
of bedside ultrasound techniques. In small group sessions, students learned how to evaluate
patients for pathology associated with hypotension. A knowledge assessment questionnaire was
administered at the end of the session and again 3 months later. Student knowledge was also
assessed using different clinical scenarios with multiple-choice questions.
Results: One hundred and three 3rd year medical students participated in this study. Appropriate
type of ultrasound was selected and accurate diagnosis was made in different hypotension clinical
scenarios: pulmonary embolism, 81% (95% CI, 73%–89%); abdominal aortic aneurysm,
100%; and pneumothorax, 89% (95% CI, 82%–95%). The average confidence level in performing
ultrasound-guided central line placement was 7/10, focused assessment with sonography
for trauma was 8/10, inferior vena cava assessment was 8/10, evaluation for abdominal aortic
aneurysm was 8/10, assessment for deep vein thrombus was 8/10, and cardiac ultrasound for
contractility and overall function was 7/10. Student performance in the knowledge assessment
portion of the questionnaire was an average of 74% (SD =11%) at the end of workshop and
74% (SD =12%) 3 months later (P=0.00).
Conclusion: At our institution, we successfully integrated ultrasound and critical problemsolving
instruction, as part of a 1-day workshop for undergraduate medical education
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/617204 |
| Date | 14 January 2016 |
| Creators | Amini, Richard, Stolz, Lori A, Hernandez, Nicholas C, Gaskin, Kevin, Baker, Nicola, Sanders, Arthur Barry, Adhikari, Srikar |
| Contributors | Department of Emergency Medicine, University of Arizona Medical Center, College of Medicine, University of Arizona |
| Publisher | Dove Press |
| Source Sets | University of Arizona |
| Language | English |
| Detected Language | English |
| Type | Article |
| Rights | © 2016 Amini et al. This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/). |
| Relation | https://www.dovepress.com/sonography-and-hypotension-a-change-to-critical-problem-solving-in-und-peer-reviewed-article-AMEP |
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