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Abstract
Interest in ultrasound education in medical schools has increased dramatically in recent years as reflected in a marked increase in publications on the topic and growing attendance at international meetings on ultrasound education. In 2006, the University of South Carolina School of Medicine introduced an integrated ultrasound curriculum (iUSC) across all years of medical school. That curriculum has evolved significantly over the 9 years. A review of the curriculum is presented, including curricular content, methods of delivery of the content, student assessment, and program assessment. Lessons learned in implementing and expanding an integrated ultrasound curriculum are also presented as are thoughts on future directions of undergraduate ultrasound education. Ultrasound has proven to be a valuable active learning tool that can serve as a platform for integrating the medical student curriculum across many disciplines and clinical settings. It is also well-suited for a competency-based model of medical education. Students learn ultrasound well and have embraced it as an important component of their education and future practice of medicine. An international consensus conference on ultrasound education is recommended to help define the essential elements of ultrasound education globally to ensure ultrasound is taught and ultimately practiced to its full potential. Ultrasound has the potential to fundamentally change how we teach and practice medicine to the benefit of learners and patients across the globe.Electronic supplementary materialThe online version of this article (doi:10.1186/s13089-015-0035-3) contains supplementary material, which is available to authorized users.
Highlights
In 2006, the University of South Carolina School of Medicine introduced an integrated ultrasound curriculum across the 4 years of medical school for all students [1]
Lower extremity venous ultrasound Rule out deep venous thrombosis (DVT) in femoral, saphenofemoral junction, and popliteal vein— 2 point/level compression test, color flow Doppler, normal phasic venous flow, non-phasic venous flow, venous flow augmentation Fall semester—in conjunction with pathology Ultrasound images incorporated into lectures and small group clinicopathologic sessions to demonstrate pathologic and ultrasound correlates and enhance the transfer of pathology knowledge to the clinical diagnostic arena - many topics and images Fall semester—physical diagnosis pilot (2014) Small group physical diagnosis hands-on sessions—seventeen ultrasound components used to improve physical examination skills and enhance the accuracy of the physical examination—systems included: cardiovascular, pulmonary, abdomen, nervous system, ocular, and musculoskeletal Spring semester—in conjunction with introduction to clinical medicine (ICM) 1
Each student conducts a focused history and physical examination on a standardized patients with one of three possible clinical scenarios performs two corresponding ultrasound examinations: urinary bladder and abdominal aorta, renal/diaphragm and thyroid, cardiac and femoral vein Spring semester—in conjunction with pathology Ultrasound images incorporated into lectures and small group clinicopathologic sessions to demonstrate pathologic and ultrasound correlates and enhance the transfer of pathology knowledge to the clinical diagnostic arena—many topics and images Spring semester—in conjunction with introduction to clinical medicine Problem Based Learning—ultrasound relevant cases such as pregnancy with heart failure due to rheumatic heart disease—ECHO with mitral stenosis, chamber enlargement and “hockey-stick” mitral valve leaflet, lung ultrasound with B lines, fetal ultrasound
Summary
In 2006, the University of South Carolina School of Medicine introduced an integrated ultrasound curriculum (iUSC) across the 4 years of medical school for all students [1]. Each student conducts a focused history and physical examination on a standardized patients with one of three possible clinical scenarios performs two corresponding ultrasound examinations: urinary bladder and abdominal aorta, renal/diaphragm and thyroid, cardiac and femoral vein Spring semester—in conjunction with pathology Ultrasound images incorporated into lectures and small group clinicopathologic sessions to demonstrate pathologic and ultrasound correlates and enhance the transfer of pathology knowledge to the clinical diagnostic arena—many topics and images Spring semester—in conjunction with introduction to clinical medicine Problem Based Learning ( small group discussion)—ultrasound relevant cases such as pregnancy with heart failure due to rheumatic heart disease—ECHO with mitral stenosis, chamber enlargement and “hockey-stick” mitral valve leaflet, lung ultrasound with B lines, fetal ultrasound. Objective structured clinical examinations (OSCE) are administered at the end of the clerkship—below are some of the OSCEs that have been used over the nine years
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