University of Glasgow, School of Life Sciences, Anatomy Facility, Glasgow, UK.
Adv Exp Med Biol. 2019;1156:1-11. doi: 10.1007/978-3-030-19385-0_1.
Ultrasound is a well-established medical imaging technique with pioneering work conducted by Professor Ian Donald and his colleagues at the University of Glasgow, from the mid-1950s onwards, in terms of introducing it as a diagnostic tool in the field of obstetrics and gynaecology. Since then, ultrasound has been extensively used in clinical and research settings. There are few imaging techniques that have undergone such a fast and thriving evolution since their development. Nowadays, diagnostic ultrasound benefits from two-dimensional (2D), three-dimensional (3D), four-dimensional (4D), and a variety of Doppler modes with technologically advanced transducers (probes) producing images of high anatomical fidelity. In the future, there may even be a place for ultrasound in molecular imaging allowing for visualisation at the microscale. Ultrasound is characterised by real-time non-invasive scanning, relative ease of administration, and lack of ionising radiation. All of these features, make ultrasound an appealing option in educational settings for learning topographic anatomy and potentially enhancing future clinical practice for vocational learners. Sophisticated, but relatively inexpensive, portable handheld devices have also contributed to point-of-care ultrasound (POCUS) becoming the norm for bedside and pre-hospital scanning. It has been argued that ultrasound will become the next stethoscope for healthcare professionals. For this to become a reality, however, training is required on increasing familiarity with knobology, correct use of the machine and transducers, and accurate interpretation of anatomy followed by identification of pathologies. The above require incorporation of ultrasound teaching in undergraduate curricula, outwith the realm of opportunistic bedside learning, accompanied by consideration of ethical topics such as the management of incidental findings and careful evaluation of its pedagogical impact cross-sectionally and longitudinally.
超声是一种成熟的医学成像技术，其先驱工作由伊恩·唐纳教授及其在格拉斯哥大学的同事于 20 世纪 50 年代中期开展，将其引入妇产科领域作为诊断工具。从那时起，超声已广泛应用于临床和研究领域。自发展以来，很少有成像技术经历过如此快速和蓬勃的发展。如今，诊断超声得益于二维（2D）、三维（3D）、四维（4D）和各种多普勒模式，以及技术先进的换能器（探头），可产生具有高解剖学保真度的图像。将来，甚至可能在分子成像中应用超声，以实现微观可视化。超声的特点是实时、非侵入式扫描，管理相对简单，且无电离辐射。所有这些特性，使超声成为教育环境中学习拓扑解剖学的一个有吸引力的选择，并有可能增强未来职业学习者的临床实践。复杂但相对便宜的便携式手持设备也促成了床边和院前扫描的即时护理超声（POCUS）成为常规。有人认为，超声将成为医疗保健专业人员的下一个听诊器。然而，要实现这一目标，需要增加对旋钮学、机器和换能器的正确使用以及对解剖结构的准确解释的熟悉程度，并随后识别病理学。这需要将超声教学纳入本科课程，超出偶然床边学习的范围，并考虑到一些伦理问题，例如偶然发现的管理和仔细评估其跨学科和纵向的教学影响。
