Tshibwabwa Eli Tumba, Cannon Jenifer, Rice James, Kawooya Michael G, Sanii Reza, Mallin Robert
Department of Clinical Medicine, College of Medicine, American University of Antigua, Antigua and Barbuda; Department of Radiology, McMaster University Faculty of Health Sciences, HSC Building, Hamilton, Ontario, Canada.
Department of Clinical Medicine, College of Medicine, American University of Antigua, Antigua and Barbuda.
J Clin Imaging Sci. 2016 Sep 20;6:38. doi: 10.4103/2156-7514.190897. eCollection 2016.
The aim is to provide students in the preclinical with ultrasound image interpretation skills. Research question: Are students in smaller groups with access to a combination of lectures and hands-on patient contact most likely to have better ultrasound image interpretation skills, than students in larger groups with only interactive didactic lectures?
First-year students at the preclinical Program of the College of Medicine, participated in two 2-h introductory interactive ultrasound sessions. The study comprised two cohorts: 2012/2013 students, who were offered large group teaching (LGT) sessions (control group), and 2013/2014 students, who received the intervention in small group learning problem-based learning (PBL) sessions (experimental group). The overall learning objectives were identical for both groups. The success of the module was evaluated using pre- and post-tests as well as students' feedback.
The students in the experimental group showed significantly higher scores in interpretations of images than those in the control group. The experimental group showed achievement of learning outcomes along with higher levels of satisfaction with the module compared to the latter.
Posttest knowledge of the basics of ultrasound improved significantly over the pretest in the experimental group. In addition, students' overall satisfaction of the ultrasound module was shown to be higher for the PBL compared to the LGT groups. Small groups in an interactive and PBL setting along with opportunities for hands-on practice and simultaneous visualization of findings on a high definition screen should enhance preclinical student learning of the basics of ultrasound. Despite the potential of ultrasound as a clinical, teaching and learning tool for students in the preclinical years, standardized recommendations have yet to be created regarding its integration into the curricula within academic institutions and clinical medicine. The interactive and PBL is here to stay at the college of medicine. Further research would be carried out to see if this trend persists in the upcoming vertical system-based curriculum of the college of medicine.
旨在培养临床前阶段学生的超声图像解读技能。研究问题：相较于仅参加互动式理论讲座的大班学生，参加讲座与实际患者接触相结合的小班学生是否更有可能具备更好的超声图像解读技能？
医学院临床前项目的一年级学生参加了两场为时2小时的超声入门互动课程。该研究包括两个队列：2012/2013学年的学生，他们参加了大班教学（LGT）课程（对照组）；以及2013/2014学年的学生，他们在小组学习基于问题的学习（PBL）课程中接受了干预（实验组）。两组的总体学习目标相同。使用课前和课后测试以及学生反馈来评估该模块的成效。
实验组学生在图像解读方面的得分显著高于对照组。与对照组相比，实验组在实现学习成果的同时，对该模块的满意度更高。
实验组的超声基础知识课后测试成绩相较于课前有显著提高。此外，与大班教学组相比，基于问题的学习组学生对超声模块的总体满意度更高。在互动式和基于问题的学习环境中的小班教学，以及实际操作机会和在高清屏幕上同步查看检查结果，应能增强临床前学生对超声基础知识的学习。尽管超声作为临床前阶段学生的临床、教学和学习工具具有潜力，但关于将其纳入学术机构课程和临床医学的标准化建议尚未制定。互动式和基于问题的学习在医学院将持续存在。将开展进一步研究，以观察这一趋势在即将到来的医学院基于系统的纵向课程中是否持续。
