Mayo Clinic Alix School of Medicine, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota.
Department of Clinical Anatomy, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota.
Anat Sci Educ. 2021 May;14(3):377-384. doi: 10.1002/ase.2069. Epub 2021 Apr 5.
The clinical use of ultrasound has dramatically increased, necessitating early ultrasound education and the development of new tools in ultrasound training and assessment. The goal of this study was to devise a novel low-resource examination that tested the anatomical knowledge and technical skill of early undergraduate medical students in a gross anatomy course. The team-based ultrasound objective structured practice examination (OSPE) was created as a method for assessing practical ultrasound competencies, anatomical knowledge, and non-technical skills such as teamwork and professionalism. The examination utilized a rotation of students through four team roles as they scanned different areas of the body. This station-based examination required four models and four instructors, and tested ultrasound skills in the heart, abdominal vessels, abdominal organs, and neck regions. A Likert scale survey assessed student attitudes toward the examination. Survey data from participants (n = 46) were examined along with OSPE examination grades (n = 52). Mean and standard deviations were calculated for examination items and survey responses. Student grades were high in both technical (96.5%). and professional (96.5%) competencies with structure identification scoring the lowest (93.8%). There were no statistical differences between performances in each of the body regions being scanned. The survey showed that students deemed the examination to be fair and effective. In addition, students agreed that the examination motivated them to practice ultrasound. The team-based OSPE was found to be an efficient and student-favored method for evaluating integrated ultrasound competencies, anatomical knowledge, team-work, and professional attributes.
超声技术的临床应用显著增加，这使得早期超声教育和新工具的开发成为超声培训和评估的必要条件。本研究的目的是设计一种新的、资源需求低的检查方法，以测试基础医学本科学生在解剖学课程中的解剖学知识和技术技能。团队式超声客观结构化实践考试（OSPE）是一种评估实践超声能力、解剖学知识和非技术技能（如团队合作和专业精神）的方法。该考试要求学生通过四个团队角色进行轮转，对身体的不同部位进行扫描。这种基于站点的考试需要四名模特和四名讲师，并且在心脏、腹部血管、腹部器官和颈部区域测试超声技能。使用李克特量表调查评估了学生对考试的态度。对参与者（n=46）的调查数据和 OSPE 考试成绩（n=52）进行了检查。计算了考试项目和调查回复的平均值和标准差。学生在技术（96.5%）和专业（96.5%）能力方面的成绩都很高，结构识别得分最低（93.8%）。在扫描的每个身体区域的表现之间没有统计学差异。调查显示，学生认为考试公平有效。此外，学生认为考试激励他们练习超声。团队式 OSPE 被发现是一种高效且受学生欢迎的评估综合超声能力、解剖学知识、团队合作和专业属性的方法。
