Perception of students and faculty of integrated learning of basic sciences and clinical skills with the use of wireless portable ultrasound scanners

Abstract

Introduction At California university of science and medicine, school of medicine, we implemented a system-based curriculum that was driven by weekly clinical presentations and clinical cases. Because of the increasing role of ultrasound in clinical evaluation of patients, all courses were developed for hands-on ultrasound experience along with clinical presentations and case of the week to promote integrated learning of basic sciences with clinical skills. The objective of this study was to evaluate the students and faculty perception of teaching and learning of integrated basic sciences and clinical skills with the use of wireless portable ultrasound scanners on simulated patients. Methods In each ultrasound session, each team of 5 students had 2 wireless portable ultrasound scanners to perform ultrasound on simulated patients. All ultrasound sessions were supervised by the experienced faculty. Ultrasound sessions had learning outcomes that included: 1) Identification of structures and confirmation by instructors: 2) Integration of anatomical structure with functions: 3) Justification of appearance based on ultrasonographic principals. After each session students completed a survey about their confidence level in identifying structures. Results Around 60 year 1, MD students participated in four ultrasound sessions in “Sustenance of the Body and Depurative functions of the body” (i.e., Gastrointestinal and Renal system) courses with portable wireless ultrasound scanners on simulated patients. The main learning outcomes were; to locate liver, kidneys, Morison's pouch, gall bladder, spleen, pancreas, aorta and IVC, Doppler scan and the FAST exam. The preliminary data showed that there was 90% consistency between the students and faculty perception in identifying the major abdominal organs and blood vessels. According to faculty perception, 60% students were able to identify liver without faculty help and only 40% students could identify spleen on their own. 100% students needed faculty help to locate gall bladder and pancreas. With faculty guidance 30% students were able to locate major branches of aorta, portal vein and bile duct. 40% could locate only two branches of aorta. 30% of students could not locate any branches of aorta. After these sessions, students formed an Ultrasound Interest Group that planned regular sessions of advanced level ultrasound with portable wireless scanners. Conclusion Frequent ultrasound practice sessions with accessibility of wireless portable ultrasound scanners improved the integrated learning of basic sciences and clinical skills bridging with the clinical practice. It also improved the confidence level of students to perform independently in different competencies.