Sonography Students Research Articles

Skill development of beginner sonography students using high-fidelity simulators: Initial experiences

Background The training of Australian sonographers is shared between accredited course providers and clinical training providers. Scanning skills are mostly developed in a real-life setting environment by the clinical training provider. Sonographer training is burdensome on clinical training providers due to increasing service delivery demands. Accredited course providers should therefore investigate innovative methods of skill training that can be undertaken outside of the clinical environment. Aims This report evaluates four sonographer skill development activities for novice students that used high fidelity ultrasound simulators. Results All students reported positive experiences and outcomes of simulator based learning activities and believed that simulated skills development sessions help them develop scanning skills. Students perceived their skills level after simulation sessions to be at levels where they could scan in a real clinical setting with supervision levels ranging from moderate to no assistance. Supervisor ratings ranged from students being able to scan with large amounts of assistance to being able to scan with minimal assistance. A self-directed learning package was introduced which was well received by students. Conclusions The results of the evaluations of the reported simulated learning activities are promising for a self-directed and student centered learning curriculum to be ‘wrapped’ around the use of high fidelity simulators to develop student skills in the early stages of training.

The use of real time ultrasound scanning as a teaching method of anatomy in an undergraduate sonography and medical imaging degree in an Australian university

BackgroundReal-time ultrasound scanning is increasing in popularity as a teaching tool for human anatomy because it is non-invasive, offers real-time 3-D anatomy and is cheaper than dissections. AimTo assess real-time ultrasound scanning as a teaching method of human anatomy, and to determine what teaching methods medical imaging and sonography students consider effective for understanding human anatomy. MethodSurveys were distributed to two consecutive cohorts of first year medical imaging and medical sonography students at CQUniversity. Participation was voluntary. Comparisons among teaching methods were made using repeated measures ANOVA. ResultsReal-time ultrasound scanning was the most preferred method of delivery for anatomy classes overall especially compared to computer programs, videos, 3-D radiological images and dissection. Specifically, students indicated that ultrasound scanning was the preferred method to encourage learning from experience (F7,231 = 2.942, p = 0.006), to develop team skills (F7,231 = 4.550, p < 0.006), to follow complex instructions (F7,231 = 4.656 p < 0.001) and to appreciate anatomical variation (F7,231 = 2.067, p = 0.048). Dissection was the least favoured teaching method. ConclusionReal-time ultrasound scanning is a useful tool for teaching anatomy, and animal dissections are a poor substitute for the use of human cadavers.

The role of ultrasound simulators in education: an investigation into sonography student experiences and clinical mentor perceptions.

Simulation as an effective pedagogy is gaining momentum at all levels of health care education. Limited research has been undertaken on the role of simulated learning in health care and further evaluation is needed to explore the quality of learning opportunities offered, and their effectiveness in the preparation of students for clinical practice. This study was undertaken to explore ways of integrating simulation-based learning into sonography training to enhance clinical preparation. A qualitative study was undertaken, using interviews to investigate the experiences of a group of sonography students after interacting with an ultrasound simulator. The perceptions of their clinical mentors on the effectiveness of this equipment to support the education and development of sonographers were also explored. The findings confirm that ultrasound simulators provide learning opportunities in an unpressurised environment, which reduces stress for the student and potential harm to patients. Busy clinical departments acknowledge the advantages of opportunities for students to acquire basic psychomotor skills in a classroom setting, thereby avoiding the inevitable reduction in patient throughput which results from clinical training. The limitations of simulation equipment to support the development of the full range of clinical skills required by sonographers were highlighted and suggestions made for more effective integration of simulation into the teaching and learning process. Ultrasound simulators have a role in sonography education, but continued research needs to be undertaken in order to develop appropriate strategies to support students, educators and mentors to effectively integrate this methodology.

A new CPD website for ultrasound.

Ultrasound publishes articles on a wide range of subjects relevant to those involved in medical ultrasound, including clinical applications, new technologies, professional issues and education and training. Although many of these articles are research reports, most issues include at least one review article aimed at providing basic education in one of these subject areas. Ultrasound is intended as an educational resource for ultrasound users worldwide including BMUS members, but BMUS members can now get more benefit from studying our educational articles. Our publisher, SAGE Publications, has commissioned its website designer to create a new CPD website for use in conjunction with the journal. BMUS members will be able to access this new site via the members’ area of the BMUS website and register with their name and email address. The site will give access to a selection of educational articles, each accompanied by a set of questions provided by the authors. After studying an article, members can then answer the questions, and if they achieve the 70% pass mark, be awarded a CPD certificate. Each registered user will have an account that records all CPD points earned in this way. The site is being launched with a small selection of review articles that have been published recently in Ultrasound. It is hoped that one or more articles per issue can be used as CPD articles, and that a broad collection of articles can be accumulated as new issues are published. Please log into the BMUS website members’ area to register your details and look for relevant CPD articles. Many BMUS members and non-members make valuable contributions to the BMUS Annual Scientific Meeting by presenting papers and posters or running practical workshops. Some presenters then go on to make a permanent record of their work by publishing it in Ultrasound. Now, all contributors can have a discoverable record of their work via the Ultrasound pages of the SAGE website. This May issue of Ultrasound is accompanied by an online-only supplement which contains all abstracts and titles from the Annual Scientific Meeting held in Manchester in December 2014. You can find the supplement at http://ult.sagepub.com We begin this May issue with a report from Willits et al. on a very large retrospective study of unenhanced ultrasound scans of the liver. It seems that many of these scans were able to detect, but not characterise, focal liver lesions (FLL). There were more inconclusive scans in the outpatient cohort than in the GP cohort, and almost 50% of FLLs detected in cirrhotic livers were inconclusive. The results of this research will inform future NICE diagnostics guidance on the use of contrast agents. Clements et al. report on a study aimed at developing ultrasound criteria for the assessment of the internal jugular vein. They show that body position (sitting or supine) has a large impact on cross-sectional area, time average velocity and reflux measurements. Katie Johnson et al. report on a study of the relationship between temporomandibular joint effusion and a patient reported disability index of the jaw. The strong correlation suggests that the index might be used in clinical assessments in place of ultrasound measurements. The previous issue of Ultrasound in February was a special issue devoted to education and training in ultrasound. You may have noticed that this special issue was larger than usual. In fact, it could have been much larger, because there were far more articles submitted than we could possibly publish in a single issue. So in this May issue, we include those education and training articles that were delayed. Parker and Byass describe the implementation of an audit tool based on case review by peers that helped identify the development needs of sonographers and monitor the quality of the scanning service. Diane Dickson reports on a study of how interactive educational technologies may help sonography students relate theory to practice. Grace Carolan-Rees describes a cost model for an ultrasound virtual reality training simulator. It seems that in most circumstances, cost savings can be made by using the simulator rather than traditional practical training methods. Returning to the use of contrast in the detection of liver lesions, Obaro and Ryan review the grey scale and contrast-enhanced ultrasound appearances of a range of benign liver lesions. Finally, a case report by Greenall and Drage demonstrates the ultrasound features of sebaceous carcinoma of the lip and describes the normal anatomy of this area.

An investigation into sonography student experiences of simulation teaching and learning in the acquisition of clinical skills.

Technological developments are impacting on many aspects of life, including education. One particular area of technology where there is growing interest within higher education institutions (HEIs) offering healthcare training is the use of simulators. The literature shows diverging views on the role of simulated learning in healthcare and further evaluation is needed to explore the quality of learning opportunities that are offered, and their effectiveness in the preparation of students for clinical practice. A qualitative study was undertaken, using interviews to explore the experiences of a group of sonography students after interacting with an ultrasound simulator. Simulation was positively evaluated by students in this study. The findings confirm that simulated learning enables students to be interactive learners rather than being passive recipients of knowledge. Simulated learning provides learning opportunities in a risk free environment, which reduces stress for the student and potential harm to patients. Confidence levels were increased, thereby improving future clinical scanning experiences for both the student and their patients. Suggestions were made for the more effective integration of simulated learning into the curriculum. Continued research into simulation, teaching and learning practices needs to occur if we are to ensure maximum advantage of the simulation experience.

Sonographic Evaluation of Snapping Hip Syndrome

The Sound Judgment Series consists of invited articles highlighting the clinical value of using ultrasound first in specific clinical diagnoses where ultrasound has shown comparative or superior value. The series is meant to serve as an educational tool for medical and sonography students and clinical practitioners and may help integrate ultrasound into clinical practice.

Role of Spatial Ability as a Probable Ability Determinant in Skill Acquisition for Sonographic Scanning

Spatial ability refers to an individual's capacity to visualize and mentally manipulate 3-dimensional objects. Because sonographers manually manipulate 2- and 3-dimensional sonographic images to generate renderings of anatomic structures, it can be assumed that spatial ability is an ability determinant for understanding and producing these medical images. Using the theory of ability determinants of skilled performance as a conceptual framework, this study explored the relationship of spatial ability and learning sonographic scanning. Beginning sonography students from 3 different types of educational institutions were administered a spatial ability test before their initial scanning laboratory course work. The students' spatial test scores were compared with their scanning competency performance scores after the first scanning competency test and then to the overall average of the competency scores for the 2 semesters. The spatial ability test was again administered after the 2-semester learning period to see whether the students' spatial ability had increased. A significant relationship between the students' spatial ability test scores and their scanning performance scores was found after the first scanning competency (r = 0.46; P < .05), and also when averaging all competency scores throughout the learning period (r = 0.49; P < .05). A moderate increase in the spatial ability of the students was also found (r = 0.32; P < .05). The incoming grade point average was found to be more predictive of the students' scanning scores than spatial or ACT scores. No relationship was found between spatial ability and student retention. High spatial test scores as well as a high incoming grade point average appear to be the best ability determinants in skill acquisition for sonographic scanning.

Continuing Medical Education for Sonographers

The requirement for continuing medical education in health care originated in the early 1900s when several investigators in the United States determined that the training physicians were receiving was woefully inadequate. The Flexner Report, which was based on an extensive analysis of how the early medical schools were educating physicians, proposed several radical changes in physician instruction, including a recommendation for postgraduate training. Now known as continuing medical education (CME), this obligation is practically universal in the medical and allied health fields including sonography. Although there are many options for the diagnostic medical sonographer to earn CME credits, the Society of Diagnostic Medical Sonography (SDMS) instituted a unique program for sonographers to earn credits by providing clinical instruction to sonography students. By using electronic data collection and management systems, it is now easy for sonography program directors to submit their clinical instructors for CME credits through the SDMS.

Developing the clinical psychomotor skills of musculoskeletal sonography using a multimedia DVD: A pilot study

&lt;span&gt;Sonographers are medical or non-medical health professionals in the radiology field who skilfully manipulate ultrasound equipment to produce images that are used to diagnose medical conditions and abnormalities. This technique is also becoming popular amongst the wider community in other medical specialities and allied health professionals, due to decreasing costs and automation. This paper reports the findings of a pilot trial on the use of a specifically designed audiovisual tool to teach medical sonography students psychomotor skills to perform sonography of specific musculoskeletal structures of the ankle. A competency testing instrument was developed using the Dawson's psychomotor categories as a framework, which identified positive change in competency in several scanned structures following this intervention. Integrating a conceptual learning framework for psychomotor skills could be useful to guide the development of sonography training programs and assist educators to structure incremental teaching and assessment activities, enabling a more consistent approach to developing psychomotor skills. Alterations in instructional design using this technology may relieve some of the burden of clinical teaching in the workplace.&lt;/span&gt;

The Attempt to Standardize Technical and Analytic Competence in Sonography Education

The assessment of clinical, technical, and analytical competence can be a challenging task in sonography education. The assessment process is typically subjective, and because of this, it can be difficult to accurately evaluate students. This study researched the implementation of using an objective structured clinical examination (OSCE) for diagnostic medical sonography students. The examination consisted of two components: (1) image analysis and (2) scanning. This examination involved first- and second-year sonography students. The results indicated that an objective assessment of technical and analytic skills could play an integral role in the evaluation process for sonography education. The objectives of this study were to determine (1) the reliability of the OSCE to test sonography students, (2) the validity of the OSCE in measuring the performance of sonography students at different levels in their education, and (3) the usefulness of the information received from this test.

Using online peer feedback in formative assessment for medical sonography students teaching: the student view

AbstractPurpose: This paper reports the results of a survey of external medical sonography university students which investigated their perceptions of anonymous online peer feedback formative assessments. Peer feedback is gaining popularity among academic teachers to both promote deeper learning and reduce heavy marking loads. Methods: In a cross sectional study design, 77 postgraduate students enrolled in an externally delivered sonography course in 2009 were invited to participate in a student evaluation survey. Results: Sixteen students (21%) responded to the survey. Students registered positive perceptions on a Likert scale for items asking about the value of the learning experiences, their level of comfort in participating in peer feedback, and their acceptance of using a web based medium. Anonymity rated highly as an important element of the assessments. Two‐tailed Mann‐Whitney U tests demonstrated no significant differences (P &lt; 0.05) between student perceptions of assessment items with and without peer feedback, or between the feedback provided by their peers and the feedback provided by the teacher. Conclusion: Open questions provided insight in how the students perceived the assessment could be improved. Future derivations of the described assessment process should use a more user‐friendly online platform, and the breadth of course content should be expanded so that all learning objectives and content are integrated into formative assessment. As well as being more acceptable to students this approach is more likely to motivate students to meet learning objectives, and encourage active learning. Further evaluation will be required as the assessments are modified.

An Exploratory Study of Spatial Ability and Student Achievement in Sonography

Spatial ability refers to an individual’s capacity to visualize and mentally manipulate 3D objects. Since sonographers manually manipulate 2D and 3D sonographic images to generate multi-viewed logical, sequential renderings of an anatomical structure, it can be assumed that spatial ability is central to the perception and interpretation of these medical images. However, little is known about the relation between spatial ability and performance of sonographers. This study explores this possible relationship. Seventeen first-year sonography students were administered a spatial abilities test prior to their initial scanning lab coursework. The students’ spatial ability scores were compared with their scanning competency performance scores after the first 30 hours and after two semesters of instruction. A significant relationship between the students’ spatial ability scores and their scanning performance scores was found. This study suggests that the use of spatial ability tests for admission to sonography programs may improve student selection as well as assist programs in adjusting instruction and curriculum for students who demonstrate low spatial ability.

Dyad Pedagogy: A New Education Paradigm for Allied Health Programs

Allied health programs attract students from diverse educational backgrounds, though most have only been exposed to traditional lecture‐based modalities. While quantitative performances can be excellent in these programs, difficulties arise assessing if students can function in groups, a critical issue in the current interdepartmental health care model. The problem may be a consequence of the prevalence of lecture over non‐lecture class models, to which some have suggested re‐structuring course material into group projects. But would working in groups adversely affect learning required content? To explore this question, 21 sonography students in a gross anatomy class were randomly assigned into 9 dyads &amp; 1 triad, and given weekly problem‐based assignments involving key anatomical concepts and oral projects. Dyads were assessed by pre‐ and post‐test comparisons, and qualitative performances on weekly assignments tracked over time. Early data showed improved post‐test results, increasingly sophisticated qualitative content in weekly assignments, and increased confidence in self‐expression. This suggests dyad pedagogy can be readily incorporated into anatomical instruction without any negative impact on learning critical content, and has the added value of encouraging students to learn from each other as well as helping them develop other workplace‐relevant skills.Grant Funding SourceDO NOT HAVE FUNDING