Valenciaga Anisley, Ivancic Ryan J, Khawaja Raheela, Way David P, Bahner David P
Internal Medicine, The Ohio State University Wexner Medical Center, Columbus, USA.
Otolaryngology - Head and Neck Surgery, The Ohio State University Wexner Medical Center, Columbus, USA.
Cureus. 2021 Jan 1;13(1):e12421. doi: 10.7759/cureus.12421.
As ultrasound has gained popularity with improving technology and ease-of-use, a push has been made to integrate ultrasound into the medical school curriculum. Many institutions are reporting one- to four-year integrated ultrasound curricula to augment anatomy and pathophysiology teaching. Our goal was to integrate a thyroid ultrasound scanning session into the endocrinology block of our institution's medical school curriculum to enhance medical student understanding of thyroid anatomy and pathophysiology. We conducted a prospective, single-center cohort (pre-experimental) study to evaluate student performance and knowledge acquisition using a pretest-posttest design. These multimodal sessions, consisting of a didactic, hands-on scanning sessions, and knowledge integration tests, covered ultrasound technique and thyroid evaluation and advanced to diagnosing an abnormal thyroid and working up a thyroid nodule. There were 26 to 27 second-year medical students per session who rotated between three stations proctored by credentialled physicians. Students participated in hands-on scanning of patients with or without thyroid pathology at each station. Out of the 209 students who participated in the ultrasound sessions, 114 (54.5%) consented to participate in the research project and completed both the pretest and posttest. Test data from the 114 students showed a mean pretest score of 57.5% ± 14.6% and the mean posttest score of 73.9% ± 17.4%. They had a 16.5% ± 19.6% (p < 0.001) increase in score between the two tests. Our study demonstrates that a multimodal thyroid ultrasound scanning session is an effective tool to augment the medical school endocrinology curriculum and to improve students' knowledge of thyroid anatomy, pathophysiology, and diagnostic workup of thyroid nodules.
随着超声技术的不断进步和易用性的提高，超声在医学领域越来越受欢迎，因此有人推动将超声纳入医学院课程。许多机构都报告了为期一至四年的超声综合课程，以加强解剖学和病理生理学教学。我们的目标是将甲状腺超声扫描课程纳入我校医学院内分泌学模块，以增强医学生对甲状腺解剖学和病理生理学的理解。我们进行了一项前瞻性、单中心队列（实验前）研究，采用前测-后测设计来评估学生的表现和知识获取情况。这些多模式课程包括理论讲授、实践扫描课程和知识整合测试，涵盖了超声技术和甲状腺评估，并进一步深入到诊断甲状腺异常和检查甲状腺结节。每次课程有26至27名二年级医学生，他们在由有资质的医生监考的三个站点之间轮转。学生们在每个站点对有或没有甲状腺病变的患者进行实践扫描。在参与超声课程的209名学生中，114名（54.5%）同意参与该研究项目，并完成了前测和后测。114名学生的测试数据显示，前测平均成绩为57.5%±14.6%，后测平均成绩为73.9%±17.4%。两次测试之间，他们的成绩提高了16.5%±19.6%（p<0.001）。我们的研究表明，多模式甲状腺超声扫描课程是加强医学院内分泌学课程和提高学生对甲状腺解剖学、病理生理学以及甲状腺结节诊断检查知识的有效工具。
