Department of Emergency, School of Medicine, College of Medicine, Taipei Medical University, No.111, Sec. 3, Xinglong Rd, Taipei City, 11696, Taiwan.
Department of Emergency and Critical Medicine, Taipei Municipal Wan-Fang Hospital, Taipei Medical University, Taipei City, Taiwan.
BMC Med Educ. 2022 Mar 27;22(1):207. doi: 10.1186/s12909-022-03255-4.
As ultrasound has become increasingly prominent in medicine, portable ultrasound is perceived as the visual stethoscope of the twenty-first century. Many studies have shown that exposing preclinical students to ultrasound training can increase their motivation and ultrasound competency. However, few studies have discussed the effect of ultrasound training on anatomy learning.
The Parallel Ultrasound Hands-on (PUSH) course was designed to investigate whether or not ultrasonography training affects anatomy knowledge acquisition. The PUSH course included anatomical structures located in the chest and abdomen (target anatomy) and was conducted in parallel to the compulsory gross anatomy course. Learners (n = 140) voluntarily participated in this elective course (learners in the course before the midterm examination (Group 1, n = 69), or after the midterm examination (Group 2, n = 71)). Anatomy examination scores (written and laboratory tests) were utilized to compare the effects of the PUSH course.
Group 1 obtained significantly higher written test scores on the midterm examination (mean difference [MD] = 1.5(7.6%), P = 0.014, Cohen's d = 0.43). There was no significant difference in the final examination scores between the two groups (Written Test: MD = 0.3(1.6%), P = 0.472). In Laboratory test, both mid-term (MD:0.7(2.8%), P = 0.308) and final examination (MD:0.3(1.5%), P = 0.592) showed no significant difference between two groups. Students provided positive feedback in overall learning self-efficacy after the PUSH course (Mean = 3.68, SD = ±0.56 on a 5-point Likert scale). Learning self-efficacy in the cognitive domain was significantly higher than that in the affective domain (MD = 0.58; P < 0.001) and psychomotor domain (MD = 0.12; P = 0.011).
The PUSH course featured a hands-on learning design that empowered medical students to improve their anatomy learning.
随着超声技术在医学领域的日益突出，便携式超声被视为 21 世纪的可视化听诊器。许多研究表明，让临床前学生接受超声培训可以提高他们的学习动机和超声能力。然而，很少有研究探讨超声培训对解剖学学习的影响。
设计了平行超声实践课程（PUSH），以研究超声培训是否影响解剖学知识的获取。该课程包括胸部和腹部的解剖结构（目标解剖结构），并与必修的大体解剖学课程同时进行。学习者（n=140）自愿参加这门选修课（期中考试前的课程中的学习者（第 1 组，n=69）或期中考试后的课程（第 2 组，n=71））。利用解剖学考试成绩（笔试和实验考试）来比较 PUSH 课程的效果。
第 1 组在期中考试中获得了显著更高的笔试成绩（平均差异[MD]=1.5（7.6%），P=0.014，Cohen's d=0.43）。两组在期末考试成绩上没有显著差异（笔试：MD=0.3（1.6%），P=0.472）。在实验考试中，中期（MD：0.7（2.8%），P=0.308）和期末（MD：0.3（1.5%），P=0.592）也没有显著差异。学生在 PUSH 课程后对整体学习自我效能感提供了积极的反馈（在 5 分制的李克特量表上，平均值为 3.68，标准差为±0.56）。认知领域的学习自我效能感显著高于情感领域（MD=0.58；P<0.001）和运动技能领域（MD=0.12；P=0.011）。
PUSH 课程采用了实践学习设计，使医学生能够提高他们的解剖学学习能力。
