Introduction of ultrasound-based living anatomy into the medical curriculum: a survey on medical students’ perceptions

Abstract Background Traditional anatomy teaching methods are based on the models and cadaveric dissections, providing fixed views of the anatomical structures. However, in the last few years, the emerging concept of ultrasound-based teaching in anatomy has started to gain ground among medical curric...

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Autores principales:	Pelagia Kefala-Karli, Leandros Sassis, Marina Sassi, Constantinos Zervides
Formato:	article
Lenguaje:	EN
Publicado:	SpringerOpen 2021
Materias:	Ultrasound teaching Medical education Living anatomy Medical students Medical physics. Medical radiology. Nuclear medicine R895-920
Acceso en línea:	https://doaj.org/article/1dbcc05e4f1a40379422e091e491385c
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spelling	oai:doaj.org-article:1dbcc05e4f1a40379422e091e491385c2021-12-05T12:18:57ZIntroduction of ultrasound-based living anatomy into the medical curriculum: a survey on medical students’ perceptions10.1186/s13089-021-00247-12524-8987https://doaj.org/article/1dbcc05e4f1a40379422e091e491385c2021-12-01T00:00:00Zhttps://doi.org/10.1186/s13089-021-00247-1https://doaj.org/toc/2524-8987Abstract Background Traditional anatomy teaching methods are based on the models and cadaveric dissections, providing fixed views of the anatomical structures. However, in the last few years, the emerging concept of ultrasound-based teaching in anatomy has started to gain ground among medical curricula. This study aims to evaluate the integration of ultrasound as an adjunct tool to traditional anatomy teaching methods and explore students’ perceptions of whether ultrasound-based teaching enhances their interest and knowledge of anatomy. A cross-sectional study was carried out among the students of the 6-year undergraduate entry (MD) and 4-year graduate entry (MBBS) program of the University of Nicosia. A questionnaire was distributed to them after the delivery of several twenty minutes ultrasound sessions by an expert in the field during anatomy practicals. The data were analyzed utilizing SPSS software, and the statistical significance was determined as p value < 0.05. Results 107 MD and 42 MBBS students completed the questionnaire. Both groups agreed that their ultrasound-based learning experience was good or excellent (79.4% MD students; 92.9% MBBS students), that it enhanced their knowledge of anatomy (68.2% MD students; 90.5% MBBS students) and boosted their confidence regarding their examination skills practice (69.2% MD students; 85.7% MBBS students). Although most students desired more time allocated to the ultrasound station (72% MD students; 85.7% MBBS students), they believed that ultrasound-based teaching is a necessary adjunct to the traditional teaching methods of anatomy (89.7% MD students; 92.9% MBBS students). Conclusions Overall, MBBS students were more confident about the benefits of ultrasound-based teaching. Most of the students agreed that cross-sectional sessions of traditional teaching and ultrasound-based teaching strengthened their knowledge of anatomy and enhanced their confidence concerning their clinical examination skills. Medical schools should embrace the advantages that ultrasound-based teaching offers in order future doctors to be qualified to utilize ultrasound for procedural and diagnostical purposes.Pelagia Kefala-KarliLeandros SassisMarina SassiConstantinos ZervidesSpringerOpenarticleUltrasound teachingMedical educationLiving anatomyMedical studentsMedical physics. Medical radiology. Nuclear medicineR895-920ENThe Ultrasound Journal, Vol 13, Iss 1, Pp 1-7 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Ultrasound teaching Medical education Living anatomy Medical students Medical physics. Medical radiology. Nuclear medicine R895-920
spellingShingle	Ultrasound teaching Medical education Living anatomy Medical students Medical physics. Medical radiology. Nuclear medicine R895-920 Pelagia Kefala-Karli Leandros Sassis Marina Sassi Constantinos Zervides Introduction of ultrasound-based living anatomy into the medical curriculum: a survey on medical students’ perceptions
description	Abstract Background Traditional anatomy teaching methods are based on the models and cadaveric dissections, providing fixed views of the anatomical structures. However, in the last few years, the emerging concept of ultrasound-based teaching in anatomy has started to gain ground among medical curricula. This study aims to evaluate the integration of ultrasound as an adjunct tool to traditional anatomy teaching methods and explore students’ perceptions of whether ultrasound-based teaching enhances their interest and knowledge of anatomy. A cross-sectional study was carried out among the students of the 6-year undergraduate entry (MD) and 4-year graduate entry (MBBS) program of the University of Nicosia. A questionnaire was distributed to them after the delivery of several twenty minutes ultrasound sessions by an expert in the field during anatomy practicals. The data were analyzed utilizing SPSS software, and the statistical significance was determined as p value < 0.05. Results 107 MD and 42 MBBS students completed the questionnaire. Both groups agreed that their ultrasound-based learning experience was good or excellent (79.4% MD students; 92.9% MBBS students), that it enhanced their knowledge of anatomy (68.2% MD students; 90.5% MBBS students) and boosted their confidence regarding their examination skills practice (69.2% MD students; 85.7% MBBS students). Although most students desired more time allocated to the ultrasound station (72% MD students; 85.7% MBBS students), they believed that ultrasound-based teaching is a necessary adjunct to the traditional teaching methods of anatomy (89.7% MD students; 92.9% MBBS students). Conclusions Overall, MBBS students were more confident about the benefits of ultrasound-based teaching. Most of the students agreed that cross-sectional sessions of traditional teaching and ultrasound-based teaching strengthened their knowledge of anatomy and enhanced their confidence concerning their clinical examination skills. Medical schools should embrace the advantages that ultrasound-based teaching offers in order future doctors to be qualified to utilize ultrasound for procedural and diagnostical purposes.
format	article
author	Pelagia Kefala-Karli Leandros Sassis Marina Sassi Constantinos Zervides
author_facet	Pelagia Kefala-Karli Leandros Sassis Marina Sassi Constantinos Zervides
author_sort	Pelagia Kefala-Karli
title	Introduction of ultrasound-based living anatomy into the medical curriculum: a survey on medical students’ perceptions
title_short	Introduction of ultrasound-based living anatomy into the medical curriculum: a survey on medical students’ perceptions
title_full	Introduction of ultrasound-based living anatomy into the medical curriculum: a survey on medical students’ perceptions
title_fullStr	Introduction of ultrasound-based living anatomy into the medical curriculum: a survey on medical students’ perceptions
title_full_unstemmed	Introduction of ultrasound-based living anatomy into the medical curriculum: a survey on medical students’ perceptions
title_sort	introduction of ultrasound-based living anatomy into the medical curriculum: a survey on medical students’ perceptions
publisher	SpringerOpen
publishDate	2021
url	https://doaj.org/article/1dbcc05e4f1a40379422e091e491385c
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Introduction of ultrasound-based living anatomy into the medical curriculum: a survey on medical students’ perceptions

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