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Congress: ECR25
Poster Number: C-14709
Type: Poster: EPOS Radiologist (scientific)
Authorblock: E. Höhne1, F. Recker2, P. Brossart2, V. Schäfer2; 1Frankfurt/DE, 2Bonn/DE
Disclosures:
Elena Höhne: Nothing to disclose
Florian Recker: Nothing to disclose
Peter Brossart: Nothing to disclose
Valentin Schäfer: Nothing to disclose
Keywords: Abdomen, Lung, Ultrasound physics, Teleradiology, Ultrasound, Education, Education and training
Purpose The integration of ultrasound into medical education remains insufficiently addressed, with no international consensus on its incorporation into curricula or skills testing. A survey found that most European universities do not include ultrasound in their pre-clinical programs [1]. Although many studies advocate for its inclusion in anatomy teaching [2–4], a systematic review questions the proven value of clinical ultrasound for medical students and suggests that the financial and time investments may not be justified [5]. The COVID-19 pandemic has further...
Read more Methods and materials Simultaneously, teledidactic and face-to-face ultrasound courses were conducted, with students completing seven 90-minute modules using handheld ultrasound probe. [fig 1] The course covered a range of topics, including focused assessment with sonography for trauma (FAST), lung ultrasound, and evaluations of the kidney, aorta, thyroid gland, and spleen. Each module consisted of a lecture, a demonstration of probe handling, and self-guided practice sessions. An objective structured assessment of ultrasound skills (OSAUS) was performed as both a pre-test and a final exam, with ultrasound...
Read more Results Thirty students participated in the study, randomly assigned to either a teledidactic group or a face-to-face group. Despite randomization, the teledidactic group included more advanced students, with a higher proportion in their fourth and fifth years. The OSAUS final exam results were comparable between the two cohorts across all modules (p>0.05). [fig 3] However, differences emerged in the assessment of images in the focused assessment with sonography for trauma (FAST) (p = 0.015) and aorta (p = 0.017) modules. Students in the...
Read more Conclusion Online teaching concepts can serve as valuable tools for medical students, residents, and specialists, particularly in underserved or remote regions where traditional teaching methods may be challenging to implement. While determining the most effective teaching method remains complex, it is evident that developing and utilizing new approaches is essential. This strategy paves the way for more inclusive and globally connected medical education systems, enhancing access to diagnostic training worldwide.
Read more References 1   Prosch H, Radzina M, Dietrich CF et al. Ultrasound Curricula of Student Education in Europe: Summary of the Experience. Ultrasound international open 2020; 6(1): E25-E33; epub DOI: 10.1055/a-1183-30092    Swamy M, Searle RF. Anatomy teaching with portable ultrasound to medical students. BMC Med Educ 2012; 12: 99; epub DOI: 10.1186/1472-6920-12-993    Patten D. Using ultrasound to teach anatomy in the undergraduate medical curriculum: an evaluation of the experiences of tutors and medical students. Ultrasound: Journal of the British Medical Ultrasound Society...
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