TY - JOUR
T1 - Does ultrasound education improve anatomy learning? Effects of the Parallel Ultrasound Hands-on (PUSH) undergraduate medicine course
AU - Chen, Wei Ting
AU - Kang, Yi No
AU - Wang, Ting Cheng
AU - Lin, Che Wei
AU - Cheng, Chung Yi
AU - Suk, Fat Moon
AU - Hsu, Chin Wang
AU - Huang, Sha Ku
AU - Huang, Wen Cheng
N1 - Funding Information:
The authors thank our colleagues Hao-Yu Chen and Hung-Chen Chen in the Center for Education in Medical Simulation (CEMS) Taipei Medical University, who provided insight and expertise that greatly assisted the research. In addition, all authors appreciate the anatomical education and the curricular structure from professor Tsorng-Harn Fong in Department of Anatomy and Cell Biology, School of Medicine, College of Medicine, Taipei Medical University. This research was supported by Municipal Wan-Fang Hospital, Taipei Medical University.
Funding Information:
The authors thank our colleagues Hao-Yu Chen and Hung-Chen Chen in the Center for Education in Medical Simulation (CEMS) Taipei Medical University, who provided insight and expertise that greatly assisted the research. In addition, all authors appreciate the anatomical education and the curricular structure from professor Tsorng-Harn Fong in Department of Anatomy and Cell Biology, School of Medicine, College of Medicine, Taipei Medical University. This research was supported by Municipal Wan-Fang Hospital, Taipei Medical University.
Funding Information:
The present study is funded by Taipei Medical University, Wan Fang Hospital Research Grant 107-wf-swf-06 and 108-wf-swf-07. The funders had no role in the design of this study and did not have any role during its execution, analyses, interpretation of the data, or decision to submit results.
Publisher Copyright:
© 2022, The Author(s).
PY - 2022/12
Y1 - 2022/12
N2 - Background: As ultrasound has become increasingly prominent in medicine, portable ultrasound is perceived as the visual stethoscope of the twenty-first century. Many studies have shown that exposing preclinical students to ultrasound training can increase their motivation and ultrasound competency. However, few studies have discussed the effect of ultrasound training on anatomy learning. Method: The Parallel Ultrasound Hands-on (PUSH) course was designed to investigate whether or not ultrasonography training affects anatomy knowledge acquisition. The PUSH course included anatomical structures located in the chest and abdomen (target anatomy) and was conducted in parallel to the compulsory gross anatomy course. Learners (n = 140) voluntarily participated in this elective course (learners in the course before the midterm examination (Group 1, n = 69), or after the midterm examination (Group 2, n = 71)). Anatomy examination scores (written and laboratory tests) were utilized to compare the effects of the PUSH course. Result: Group 1 obtained significantly higher written test scores on the midterm examination (mean difference [MD] = 1.5(7.6%), P = 0.014, Cohen’s d = 0.43). There was no significant difference in the final examination scores between the two groups (Written Test: MD = 0.3(1.6%), P = 0.472). In Laboratory test, both mid-term (MD:0.7(2.8%), P = 0.308) and final examination (MD:0.3(1.5%), P = 0.592) showed no significant difference between two groups. Students provided positive feedback in overall learning self-efficacy after the PUSH course (Mean = 3.68, SD = ±0.56 on a 5-point Likert scale). Learning self-efficacy in the cognitive domain was significantly higher than that in the affective domain (MD = 0.58; P < 0.001) and psychomotor domain (MD = 0.12; P = 0.011). Conclusion: The PUSH course featured a hands-on learning design that empowered medical students to improve their anatomy learning.
AB - Background: As ultrasound has become increasingly prominent in medicine, portable ultrasound is perceived as the visual stethoscope of the twenty-first century. Many studies have shown that exposing preclinical students to ultrasound training can increase their motivation and ultrasound competency. However, few studies have discussed the effect of ultrasound training on anatomy learning. Method: The Parallel Ultrasound Hands-on (PUSH) course was designed to investigate whether or not ultrasonography training affects anatomy knowledge acquisition. The PUSH course included anatomical structures located in the chest and abdomen (target anatomy) and was conducted in parallel to the compulsory gross anatomy course. Learners (n = 140) voluntarily participated in this elective course (learners in the course before the midterm examination (Group 1, n = 69), or after the midterm examination (Group 2, n = 71)). Anatomy examination scores (written and laboratory tests) were utilized to compare the effects of the PUSH course. Result: Group 1 obtained significantly higher written test scores on the midterm examination (mean difference [MD] = 1.5(7.6%), P = 0.014, Cohen’s d = 0.43). There was no significant difference in the final examination scores between the two groups (Written Test: MD = 0.3(1.6%), P = 0.472). In Laboratory test, both mid-term (MD:0.7(2.8%), P = 0.308) and final examination (MD:0.3(1.5%), P = 0.592) showed no significant difference between two groups. Students provided positive feedback in overall learning self-efficacy after the PUSH course (Mean = 3.68, SD = ±0.56 on a 5-point Likert scale). Learning self-efficacy in the cognitive domain was significantly higher than that in the affective domain (MD = 0.58; P < 0.001) and psychomotor domain (MD = 0.12; P = 0.011). Conclusion: The PUSH course featured a hands-on learning design that empowered medical students to improve their anatomy learning.
KW - Gross anatomy education
KW - Medical education
KW - Parallel ultrasound course
KW - Undergraduate education ultrasound education
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U2 - 10.1186/s12909-022-03255-4
DO - 10.1186/s12909-022-03255-4
M3 - Article
AN - SCOPUS:85127260431
SN - 1472-6920
VL - 22
JO - BMC Medical Education
JF - BMC Medical Education
IS - 1
M1 - 207
ER -