Ultrasound's Impact on Preclinical Medical Student Neurology Unit Grades: Findings After 2 Years.

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Abstrakt

Tytuł:: Ultrasound's Impact on Preclinical Medical Student Neurology Unit Grades: Findings After 2 Years.
Autorzy:: Shah VS; The Ohio State University College of Medicine, Columbus, Ohio, USA.
Allman A; The Ohio State University College of Medicine, Columbus, Ohio, USA.
Verbeck N; Office of Curriculum and Scholarship, The Ohio State University College of Medicine Columbus, Ohio, USA.
Quinn M; Department of Biomedical Education and Anatomy, Division of Anatomy, The Ohio State University College of Medicine Columbus, Ohio, USA.
Prats MI; Department of Emergency Medicine, The Ohio State University Wexner Medical Center, Columbus, Ohio, USA.
Źródło:: Journal of ultrasound in medicine : official journal of the American Institute of Ultrasound in Medicine [J Ultrasound Med] 2021 Sep; Vol. 40 (9), pp. 1903-1910. Date of Electronic Publication: 2020 Dec 01.
Typ publikacji:: Journal Article
Język:: English
Imprint Name(s):: Publication: 2017- : Oxford, UK : John Wiley and Sons
Original Publication: [Philadelphia, Pa.] : W.B. Saunders, c1982-
MeSH Terms:: Education, Medical, Undergraduate*
Neurology*
Students, Medical*
Curriculum ; Educational Measurement ; Humans
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Contributed Indexing:: Keywords: neurology; neurosurgery; point-of-care ultrasound; preclinical medicine; undergraduate medical education
Entry Date(s):: Date Created: 20201201 Date Completed: 20210820 Latest Revision: 20210820
Update Code:: 20240105
DOI:: 10.1002/jum.15573
PMID:: 33258518
: Czasopismo naukowe

Objectives: Ultrasound is a valuable tool for anatomy education, but limited evidence exists for using ultrasound to teach neuroanatomy and neurophysiology. Previous work demonstrated a potential increase in medical knowledge in preclinical medical students participating in a neurology ultrasound workshop, however, without comparison to a control group. After 2 years, we assessed how a neurology ultrasound workshop affected the medical knowledge of participating preclinical medical students compared to a traditional curriculum control group.
Methods: This quasiexperimental study compared academic performance of ultrasound workshop participants to nonparticipant classmates. The primary outcome was the overall neurologic disorders unit total score. An analysis of covariance was conducted to test for statistically significant differences while controlling for the average quiz score.
Results: A total of 360 medical students were included in the study. The intervention group (n = 57) showed no significant difference in the total unit score (F = 3.206; P = .074), with averages for the control and experimental groups being 87.3% ± 5.0% and 88.4% ± 4.8%, respectively. Additionally, anatomy practical scores and written final examination scores were not significantly different between groups (F = 1.035; P = .310; F = 2.035; P = .155).
Conclusions: Participation in a neurologic disorders ultrasound workshop did not appear to be correlated with improved curricular performance in our cohort. Further research should continue to assess ultrasound workshops in other organ systems to elucidate the relationship between learning ultrasound and the impact on medical school academic performance.
(© 2020 American Institute of Ultrasound in Medicine.)

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