Basic Ultrasound Curriculum for Medical Students: Validation of Content and Phantom

Abstract

Effective use of ultrasound requires an understanding of the physics, combined with the ability to interpret the sonographic images. The aim of our study was to evaluate the impact of a basic ultrasound curriculum using a phantom to train medical students. Twenty-eight first- to fourth-year medical students were randomized to two groups: a control group that received no formal training and a trained group that received basic ultrasound training. Both groups took an initial multiple-choice written test and an ultrasound hands-on test using an agarose-based tissue mimic containing various objects. The curriculum for the trained group consisted of reading the principles of ultrasound and a hands-on session over the phantom. After training, both groups underwent a second multiple-choice exam and ultrasound practical test. The initial and the post-training test results were analyzed using a two-tailed Student's t-test. Baseline written and practical test scores were similar for both groups. After training, written test scores improved (82% trained vs. 66% control, P < 0.001). Hands-on ultrasound task performance also improved with training (96% trained vs. 60% control, P <0.001). The trained group took a shorter time to obtain a clear image and found on average one more object per scan. Parameters such as time to obtain a useful image and number of objects recognized also improved with training. Basic sonographic physics, imaging, and interpretation can be effectively taught to medical students during a short training session.