Department of Anatomy and Regenerative Biology, School of Medicine and Health Sciences, The George Washington University, Washington, Distinct of Columbia.
Anat Sci Educ. 2014 Sep-Oct;7(5):340-9. doi: 10.1002/ase.1417. Epub 2013 Dec 10.
The utilization of bedside ultrasound by an increasing number of medical specialties has created the need for more ultrasound exposure and teaching in medical school. Although there is a widespread support for more vertical integration of ultrasound teaching throughout the undergraduate curriculum, little is known about whether the quality of ultrasound teaching differs if performed by anatomists or clinicians. The purpose of this study is to compare medical students' evaluation of ultrasound anatomy teaching by clinicians and anatomists. Hands-on interactive ultrasound sessions were scheduled as part of the gross anatomy course following principles of adult learning and instructional design. Seven teachers (three anatomists and four clinicians) taught in each session. Before each session, anatomists were trained in ultrasound by clinicians. Students were divided into groups, rotated teachers between sessions, and completed evaluations. Results indicated students perceived the two groups as comparable for all factors except for knowledge organization and the helpfulness of ultrasound for understanding anatomy (P < 0.001). However, results from unpaired samples t-tests demonstrated a nonstatistically significant difference between the groups within each session for both questions. Moreover, students' test performance for both groups was similar. This study demonstrated that anatomists can teach living anatomy using ultrasound with minimal training as well as clinicians, and encourage the teaching of living anatomy by anatomists in human anatomy courses using ultrasound. Repeating this study at a multicenter level is currently being considered to further validate our conclusion.
越来越多的医学专业开始使用床边超声，这使得医学院校需要更多的超声检查和教学。尽管人们普遍支持在本科课程中更深入地整合超声教学，但对于由解剖学家或临床医生进行超声教学的质量是否存在差异，知之甚少。本研究旨在比较临床医生和解剖学家对医学生进行超声解剖教学的评价。根据成人学习和教学设计的原则，在大体解剖课程中安排了动手互动式超声课程。每个课程有 7 名教师（3 名解剖学家和 4 名临床医生）授课。在每次课程之前，临床医生都会对解剖学家进行超声培训。学生分组，在课程之间轮流更换教师，并完成评估。结果表明，除了知识组织和超声对理解解剖的帮助（P<0.001）外，学生认为两组在所有因素上都具有可比性。然而，在每次课程中，两组之间的配对样本 t 检验结果显示，这两个问题均不存在统计学差异。此外，两组学生的考试成绩相似。本研究表明，解剖学家可以在接受最少培训的情况下使用超声教授活体解剖，并且鼓励解剖学家在人体解剖课程中使用超声教授活体解剖。目前正在考虑在多中心层面重复这项研究，以进一步验证我们的结论。
