Bernard Stewart, Richardson Clare, Hamann Carsten R, Lee Steve, Dinh Vi Am
Loma Linda University School of Medicine, Loma Linda, California USA (S.B., C.R., C.R.H.); and Departments of Otolaryngology-Head and Neck Surgery (S.L.), Emergency Medicine (V.A.D.), and Medicine, Division of Critical Care (V.A.D.), Loma Linda University, Loma Linda, California USA.
J Ultrasound Med. 2015 Aug;34(8):1437-43. doi: 10.7863/ultra.34.8.1437.
With the increased implementation of ultrasound in medical education, it is important to continually improve instructional methods. In this study, we demonstrate that by augmenting the traditional methods of instructor demonstration and student practice on a healthy volunteer with additional modalities, such as didactic presentation, simulated pathologic cases, and simulated procedures, students gain a more comprehensive understanding of and confidence in ultrasound technique and pathology.
A multimodal curriculum was developed and applied to head and neck ultrasound sessions of our institution's Ultrasound Symposium. Participants were asked to fill out surveys rating each instructional modality as well as preinstructional and postinstructional confidence. The survey results were divided into a group of first- and second-year medical students who had previous ultrasound training and a group of third- and fourth-year students who were ultrasound "naïve."
The survey showed that the first- and second-year student group (n = 8) had an average preinstructional confidence of 4.14/10 compared to 1.44/10 in the third- and fourth-year student group (n = 9) (P = .003). Following the instructional sessions, the students' confidence increased respectively to 8.14/10 and 7.78/10 (P= .53), showing a 4.00 (96%) increase in the first- and second-year group and a 6.34 (440%) increase in the third- and fourth-year group. The combined results of all student teaching modality ratings showed that instructor demonstration was rated the highest (9.47) and computerized simulation lowest (8.25).
Overall, our study shows that multimodal ultrasound instruction was beneficial in increasing both ultrasound-trained and ultrasound-naïve medical students' confidence in head and neck ultrasound.
随着超声在医学教育中的应用不断增加，持续改进教学方法很重要。在本研究中，我们证明，通过在传统的教师示范和学生对健康志愿者进行实践的方法基础上增加其他模式，如理论讲授、模拟病理病例和模拟操作，学生能对超声技术和病理学有更全面的理解并增强信心。
开发了一种多模式课程并应用于我校超声研讨会的头颈超声课程。参与者被要求填写调查问卷，对每种教学模式以及教学前和教学后的信心进行评分。调查结果分为一组有过超声培训的一、二年级医学生和一组对超声“一无所知”的三、四年级学生。
调查显示，一、二年级学生组（n = 8）教学前的平均信心评分为4.14/10，而三、四年级学生组（n = 9）为1.44/10（P = .003）。在教学课程之后，学生的信心分别提高到8.14/10和7.78/10（P = .53），一、二年级组提高了4.00（96%），三、四年级组提高了6.34（440%）。所有学生对教学模式评分的综合结果显示，教师示范评分最高（9.47），计算机模拟评分最低（8.25）。
总体而言，我们的研究表明，多模式超声教学有助于提高接受过超声培训和未接受过超声培训的医学生对头颈超声的信心。
