Abstract
PurposeIn teaching anatomy, clinical imaging has been utilized to supplement the traditional dissection laboratory promoting education through visualization of spatial relationships of anatomical structures. Viewing the thyroid gland using 3D/4D ultrasound can be valuable to physicians as well as students learning anatomy. The objective of this study was to investigate the perceptions of first-year medical students regarding the integration of 3D/4D ultrasound visualization of spatial anatomy during anatomical education.Methods108 first-year medical students were introduced to 3D/4D ultrasound imaging of the thyroid gland through a detailed 20-min tutorial taught in small group format. Students then practiced 3D/4D ultrasound imaging on volunteers and donor cadavers before assessment through acquisition and identification of thyroid gland on at least three instructor-verified images. A post-training survey was administered assessing student impression.ResultsAll students visualized the thyroid gland using 3D/4D ultrasound. Students revealed 88.0% strongly agreed or agreed 3D/4D ultrasound is useful revealing the thyroid gland and surrounding structures and 87.0% rated the experience “Very Easy” or “Easy”, demonstrating benefits and ease of use including 3D/4D ultrasound in anatomy courses. When asked, students felt 3D/4D ultrasound is useful in teaching the structure and surrounding anatomy of the thyroid gland, they overwhelmingly responded “Strongly Agree” or “Agree” (90.2%).ConclusionThis study revealed that 3D/4D ultrasound was successfully used and preferred over 2D ultrasound by medical students during anatomy dissection courses to accurately identify the thyroid gland. In addition, 3D/4D ultrasound may nurture and further reinforce stereostructural spatial relationships of the thyroid gland taught during anatomy dissection.
Highlights
Visualizing structural anatomy of the human body is essential for building a strong clinical knowledge base, gaining fundamental understanding of diagnostic and treatment skills
This study revealed that 3D/4D ultrasound was successfully used and preferred over 2D ultrasound by medical students during anatomy dissection courses to accurately identify the thyroid gland
Dreher and colleagues [5] have previously shown that ultrasound imaging can be implemented during an anatomy course for first-year medical students with students reporting enhanced understanding of anatomy coupled with an increased interest in ultrasonography
Summary
Visualizing structural anatomy of the human body is essential for building a strong clinical knowledge base, gaining fundamental understanding of diagnostic and treatment skills. Contemporary anatomy courses provide visuals through imaging and illustrations during didactic lectures along with guided dissection of cadavers within the anatomy laboratory. Dreher and colleagues [5] have previously shown that ultrasound imaging can be implemented during an anatomy course for first-year medical students with students reporting enhanced understanding of anatomy coupled with an increased interest in ultrasonography. Brown and colleagues [2] reported most (96%) of first-year medical students who utilize ultrasound in their gross anatomy curriculum agree that ultrasound-based teaching increased their knowledge of anatomy previously acquired through traditional teaching methods. Through utilization of ultrasound imaging within anatomy laboratories, the teaching of living anatomy becomes an option to further students’ clinical and anatomical knowledge [3, 6]. Despite the enthusiasm to incorporate the use of ultrasonography into anatomy education, one limitation is the ability to appreciate the structures and its surroundings in three dimensions; this, can be resolved through the use of 3D/4D ultrasound (4D denotes three-dimensional imaging rendered in real time)
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