Assessment Methods in Medical Ultrasound Education
Medical schools are increasingly incorporating ultrasound into undergraduate medical education. The global integration of ultrasound into teaching curricula and physical examination necessitates a strict evaluation of the technology's benefit and the reporting of results. Course structures and...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-06-01
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| Series: | Frontiers in Medicine |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fmed.2022.871957/full |
| _version_ | 1811240292502732800 |
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| author | Elena Höhne Florian Recker Christoph Frank Dietrich Valentin Sebastian Schäfer |
| author_facet | Elena Höhne Florian Recker Christoph Frank Dietrich Valentin Sebastian Schäfer |
| author_sort | Elena Höhne |
| collection | DOAJ |
| description | Medical schools are increasingly incorporating ultrasound into undergraduate medical education. The global integration of ultrasound into teaching curricula and physical examination necessitates a strict evaluation of the technology's benefit and the reporting of results. Course structures and assessment instruments vary and there are no national or worldwide standards yet. This systematic literature review aims to provide an up-to-date overview of the various formats for assessing ultrasound skills. The key questions were framed in the PICO format (Population, Intervention, Comparator, and Outcome). A review of literature using Embase, PubMed, Medline, Cochrane and Google Scholar was performed up to May 2021, while keywords were predetermined by the authors. Inclusion criteria were as follows: prospective as well as retrospective studies, observational or intervention studies, and studies outlining how medical students learn ultrasound. In this study, 101 articles from the literature search matched the inclusion criteria and were investigated. The most frequently used methods were objective structured clinical examinations (OSCE), multiple choice questions, and self-assessments via questionnaires while frequently more than one assessment method was applied. Determining which assessment method or combination is ideal to measure ultrasound competency remains a difficult task for the future, as does the development of an equitable education approach leading to reduced heterogeneity in curriculum design and students attaining equivalent skills. |
| first_indexed | 2024-04-12T13:17:37Z |
| format | Article |
| id | doaj.art-9cea2ffd24fb4733959a66170a0dbb13 |
| institution | Directory Open Access Journal |
| issn | 2296-858X |
| language | English |
| last_indexed | 2024-04-12T13:17:37Z |
| publishDate | 2022-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Medicine |
| spelling | doaj.art-9cea2ffd24fb4733959a66170a0dbb132022-12-22T03:31:38ZengFrontiers Media S.A.Frontiers in Medicine2296-858X2022-06-01910.3389/fmed.2022.871957871957Assessment Methods in Medical Ultrasound EducationElena Höhne0Florian Recker1Christoph Frank Dietrich2Valentin Sebastian Schäfer3Clinic of Internal Medicine III, Oncology, Hematology, Rheumatology and Clinical Immunology, University Hospital Bonn, Bonn, GermanyDepartment of Obstetrics and Prenatal Medicine, University Hospital Bonn, Bonn, GermanyDepartment of Internal Medicine, Clinics Beau-Site, Salem, and Permanence, Bern, SwitzerlandClinic of Internal Medicine III, Oncology, Hematology, Rheumatology and Clinical Immunology, University Hospital Bonn, Bonn, GermanyMedical schools are increasingly incorporating ultrasound into undergraduate medical education. The global integration of ultrasound into teaching curricula and physical examination necessitates a strict evaluation of the technology's benefit and the reporting of results. Course structures and assessment instruments vary and there are no national or worldwide standards yet. This systematic literature review aims to provide an up-to-date overview of the various formats for assessing ultrasound skills. The key questions were framed in the PICO format (Population, Intervention, Comparator, and Outcome). A review of literature using Embase, PubMed, Medline, Cochrane and Google Scholar was performed up to May 2021, while keywords were predetermined by the authors. Inclusion criteria were as follows: prospective as well as retrospective studies, observational or intervention studies, and studies outlining how medical students learn ultrasound. In this study, 101 articles from the literature search matched the inclusion criteria and were investigated. The most frequently used methods were objective structured clinical examinations (OSCE), multiple choice questions, and self-assessments via questionnaires while frequently more than one assessment method was applied. Determining which assessment method or combination is ideal to measure ultrasound competency remains a difficult task for the future, as does the development of an equitable education approach leading to reduced heterogeneity in curriculum design and students attaining equivalent skills.https://www.frontiersin.org/articles/10.3389/fmed.2022.871957/fullmedical educationassessmentultrasoundundergraduate educationpractical skills |
| spellingShingle | Elena Höhne Florian Recker Christoph Frank Dietrich Valentin Sebastian Schäfer Assessment Methods in Medical Ultrasound Education Frontiers in Medicine medical education assessment ultrasound undergraduate education practical skills |
| title | Assessment Methods in Medical Ultrasound Education |
| title_full | Assessment Methods in Medical Ultrasound Education |
| title_fullStr | Assessment Methods in Medical Ultrasound Education |
| title_full_unstemmed | Assessment Methods in Medical Ultrasound Education |
| title_short | Assessment Methods in Medical Ultrasound Education |
| title_sort | assessment methods in medical ultrasound education |
| topic | medical education assessment ultrasound undergraduate education practical skills |
| url | https://www.frontiersin.org/articles/10.3389/fmed.2022.871957/full |
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