Neubauer Ricarda, Bauer Claus Juergen, Dietrich Christoph F, Strizek Brigitte, Schäfer Valentin Sebastian, Recker Florian
Clinic of Internal Medicine III Department of Oncology, Hematology, Rheumatology and Clinical Immunology, University Hospital Bonn, Bonn, Germany.
Department of Obstetrics and Prenatal Medicine, University Hospital Bonn, Bonn, Germany.
Ultrasound Int Open. 2024 Mar 26;10:a22750702. doi: 10.1055/a-2275-0702. eCollection 2024.
Despite a large number of studies previously conducted on educational concepts of ultrasound teaching in medical school, various controversial issues remain. Currently, recommendations for ultrasound curricula that aim to standardize ultrasound teaching are frequently based on expert panel advice instead of relying on valid evidence-based literature. In December 2022, a systematic literature review on the subject of undergraduate ultrasound education was conducted. All ultrasound studies listed in the PubMed and Google Scholar medical databases were filtered and analyzed with respect to various aspects of their methodological conduct and curricular implementation. A total of 259 publications were considered in the data synthesis, including 145 teaching studies in the field of undergraduate ultrasound education. The latter encompassed 58 (40%) studies that did not compare their ultrasound training to a control group. Furthermore, 84 (58%) of these studies did not assess knowledge prior to the applied ultrasound training, neglecting this factor's potential influence on study outcomes. Despite a great interest in the development and further implementation of ultrasound education during medical school, this process is still compromised by significant deficiencies in studies that have been conducted in the past. In order to provide a valid basis for curricular decisions, teaching studies should fulfill essential methodological requirements despite the multifactorial framework in which they are conducted. In the future, a guide for the design of ultrasound studies could be a useful aid for ultrasound enthusiasts and promote scientific knowledge gain.
尽管此前已经对医学院校超声教学的教育理念进行了大量研究，但各种有争议的问题仍然存在。目前，旨在规范超声教学的超声课程建议往往基于专家小组的意见，而非基于有效的循证文献。2022年12月，针对本科超声教育主题进行了一项系统的文献综述。对PubMed和谷歌学术医学数据库中列出的所有超声研究，就其方法学实施和课程实施的各个方面进行了筛选和分析。数据综合共纳入259篇出版物，其中包括145篇本科超声教育领域的教学研究。后者包括58项（40%）未将其超声培训与对照组进行比较的研究。此外，这些研究中有84项（58%）在应用超声培训之前未评估知识，忽略了该因素对研究结果的潜在影响。尽管医学院校期间对超声教育的发展和进一步实施兴趣浓厚，但过去进行的研究中存在的重大缺陷仍在阻碍这一进程。为了为课程决策提供有效的依据，尽管教学研究是在多因素框架下进行的，但仍应满足基本的方法学要求。未来，超声研究设计指南可能会对超声爱好者有所帮助，并促进科学知识的获取。
