Abstract
BackgroundTraditional 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.Results107 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).ConclusionsOverall, 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.
Highlights
Introduction to the ultrasound equipmentIdentification of the four chambers of the heart using ultrasound and A.I. (APEX 4 chamber view) Anatomy of the heart and vessels using ultrasound
One hundred seven second-year students registered in the MD program (MD students) and 42 first-year students registered in the MBBS program (MBBS students) completed the questionnaire; a total of 149 responses were received
Concerning the students’ evaluation of their ultrasound-based learning experience during the anatomy lab, the majority of the responders stated that it was good or excellent (79.4% MD students; 92.9% MBBS students) and that it was beneficial for their learning improvement of anatomy (68.2% MD students; 90.5% MBBS students)
Summary
Introduction to the ultrasound equipmentIdentification of the four chambers of the heart using ultrasound and A.I. (APEX 4 chamber view) Anatomy of the heart and vessels using ultrasound. The questionnaire was composed of a demographic part, which included three multiple-choice items, and a part of twelve items In the latter, students were asked to rate their experience of ultrasound-based teaching in anatomy practicals and evaluate whether the utilization of ultrasound demonstrations during these practicals was valuable for enhancing their knowledge of anatomy. By utilizing ultrasound as a teaching anatomy method, medical students will familiarize themselves with the equipment and interpretation of ultrasound images. These skills are essential during their early clinical practice [2]. The anatomy practicals of most European medical schools are based on the cadavers and models and only a few medical schools pioneered and integrated ultrasound-based teaching in their curricula [16–18]; on the contrary, this step was carried out in Northern American medical schools during the last decade [19, 20]
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