Medical journal, Armed Forces India · 2025
An evaluation of first-year medical students' perspectives on hands-on learning of living anatomy using ultrasonography in anatomy.
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Shanthi Prabahar Pauline, Sam Femina, Jacob Jenny, Kulathu Mathew John Kandam, Rabi Suganthy
Аннотация
BACKGROUND: Cadaveric dissection has been the gold standard teaching tool and often medical students find it challenging to visualize the functioning human. Point-of-care ultrasound is the future stethoscope and hence, the study aimed to validate students' perceptions on hands-on ultrasound session.
METHODS: Ultrasound hands-on sessions on upper limb (UL) and lower limb (LL) extremities were given to 100 undergraduate students of 2 batches by trained anatomy faculty. The learning targets were met to achieve a parallel presentation of anatomic structures in dissection and ultrasound demonstration. Feedback questionnaires were collected using a 5-point Likert scale followed by a focus group discussion.
RESULTS: The students that responded [n = 144 (upper limb), n = 148 (lower limb)] perceived that hands-on session enhanced understanding of 3D anatomy and improved anatomical knowledge of structures seen in dissections, and could identify artery, vein, and movement of tendons real time in the living body (100%). Ultrasound sonography sessions reinforced the structural relations by confirming the structures in UL (98.6%) and surface anatomy of peripheral vessels in LL (100%). Students felt that handling the machine, the probe, and its orientation was easier (UL-97.9%, LL-99.3%). It motivated them to learn anatomy well in the dissection hall (UL-97.9%, LL-100%). They agreed that they could interpret the ultrasound images with ease (UL- 94.2%, LL-97.4%) and the focus group discussion was strongly positive.
CONCLUSION: With the implementation of competency-based curriculum, early clinical exposure of medical students to ultrasound increases their learning motivation and interest to apply their anatomical knowledge to clinical practice.
METHODS: Ultrasound hands-on sessions on upper limb (UL) and lower limb (LL) extremities were given to 100 undergraduate students of 2 batches by trained anatomy faculty. The learning targets were met to achieve a parallel presentation of anatomic structures in dissection and ultrasound demonstration. Feedback questionnaires were collected using a 5-point Likert scale followed by a focus group discussion.
RESULTS: The students that responded [n = 144 (upper limb), n = 148 (lower limb)] perceived that hands-on session enhanced understanding of 3D anatomy and improved anatomical knowledge of structures seen in dissections, and could identify artery, vein, and movement of tendons real time in the living body (100%). Ultrasound sonography sessions reinforced the structural relations by confirming the structures in UL (98.6%) and surface anatomy of peripheral vessels in LL (100%). Students felt that handling the machine, the probe, and its orientation was easier (UL-97.9%, LL-99.3%). It motivated them to learn anatomy well in the dissection hall (UL-97.9%, LL-100%). They agreed that they could interpret the ultrasound images with ease (UL- 94.2%, LL-97.4%) and the focus group discussion was strongly positive.
CONCLUSION: With the implementation of competency-based curriculum, early clinical exposure of medical students to ultrasound increases their learning motivation and interest to apply their anatomical knowledge to clinical practice.