NDLI: Association of a longitudinal, preclinical ultrasound curriculum with medical student performance

Content Provider	Springer Nature : BioMed Central
Author	Haidar, David A Kessler, Ross Khanna, Neil K Cover, Michael T Burkhardt, John C Theyyunni, Nik Tucker, Ryan V Huang, Rob D Holman, Elizabeth Bridge, Patrick D Klein, Katherine A Fung, Christopher M
Abstract	Introduction Point-of-care ultrasound (US) is used in clinical practice across many specialties. Ultrasound (US) curricula for medical students are increasingly common. Optimal timing, structure, and effect of ultrasound education during medical school remains poorly understood. This study aims to retrospectively determine the association between participation in a preclinical, longitudinal US curriculum and medical student academic performance. Methods All first-year medical students at a medical school in the Midwest region of the United States were offered a voluntary longitudinal US curriculum. Participants were selected by random lottery. The curriculum consisted of five three-hour hands on-sessions with matching asynchronous content covering anatomy and pathologic findings. Content was paired with organ system blocks in the standard first year curriculum at our medical school. Exam scores between the participating and non-participating students were compared to evaluate the objective impact of US education on performance in an existing curriculum. We hypothesized that there would be an association between participation in the curriculum and improved medical student performance. Secondary outcomes included shelf exam scores for the surgery, internal medicine, neurology clerkships and USMLE Step 1. A multivariable linear regression model was used to evaluate the association of US curriculum participation with student performance. Scores were adjusted for age, gender, MCAT percentile, and science or engineering degree. Results 76 of 178 students applied to participate in the curriculum, of which 51 were accepted. US curriculum students were compared to non-participating students (n = 127) from the same class. The US curriculum students performed better in cardiovascular anatomy (mean score 92.1 vs. 88.7, p = 0.048 after adjustment for multiple comparisons). There were no significant differences in cumulative cardiovascular exam scores, or in anatomy and cumulative exam scores for the gastroenterology and neurology blocks. The effect of US curriculum participation on cardiovascular anatomy scores was estimated to be an improvement of 3.48 points (95% CI 0.78-6.18). No significant differences were observed for USMLE Step 1 or clerkship shelf exams. There were no significant differences in either preclinical, clerkship or Step 1 score for the 25 students who applied and were not accepted and the 102 who did not apply. Conclusions Participation in a preclinical longitudinal US curriculum was associated with improved exam performance in cardiovascular anatomy but not examination of other cardiovascular system concepts. Neither anatomy or comprehensive exam scores for neurology and gastrointestinal organ system blocks were improved.
Related Links	https://bmcmededuc.biomedcentral.com/counter/pdf/10.1186/s12909-022-03108-0.pdf
Ending Page	9
Page Count	9
Starting Page	1
File Format	HTM / HTML
ISSN	14726920
DOI	10.1186/s12909-022-03108-0
Journal	BMC Medical Education
Issue Number	1
Volume Number	22
Language	English
Publisher	BioMed Central
Publisher Date	2022-01-21
Access Restriction	Open
Subject Keyword	Medical Education Theory of Medicine Bioethics Ultrasound POCUS Medical student Step1 Anatomy Grades Theory of Medicine/Bioethics
Content Type	Text
Resource Type	Article
Subject	Education Medicine
Journal Impact Factor	2.7/2023
5-Year Journal Impact Factor	3.4/2023

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Evaluating a longitudinal point-of-care-ultrasound (POCUS) curriculum for pediatric residents

Two-week intensive medical student point-of-care ultrasound training impact on long term utilization

Point-of-care ultrasound curriculum for internal medicine residents: what do you desire? A national survey

Implementation and evaluation of an elective quality improvement curriculum for preclinical students: a prospective controlled study

Anatomy teaching with portable ultrasound to medical students

Investigating medical students’ perceptions of point-of-care ultrasound integration into preclinical education

Pioneering point-of-care obstetric ultrasound integration in midwifery education – the MEPOCUS study

Development and implementation of a comprehensive ultrasound curriculum for undergraduate medical students – a feasibility study

First insights of integrating the Bonn Internship Curriculum for Point-of-Care Ultrasound (BI-POCUS): progress and educational aspects

Association of a longitudinal, preclinical ultrasound curriculum with medical student performance

Similar Documents

Evaluating a longitudinal point-of-care-ultrasound (POCUS) curriculum for pediatric residents

Two-week intensive medical student point-of-care ultrasound training impact on long term utilization

Point-of-care ultrasound curriculum for internal medicine residents: what do you desire? A national survey

Implementation and evaluation of an elective quality improvement curriculum for preclinical students: a prospective controlled study

Anatomy teaching with portable ultrasound to medical students

Investigating medical students’ perceptions of point-of-care ultrasound integration into preclinical education

Pioneering point-of-care obstetric ultrasound integration in midwifery education – the MEPOCUS study

Development and implementation of a comprehensive ultrasound curriculum for undergraduate medical students – a feasibility study

First insights of integrating the Bonn Internship Curriculum for Point-of-Care Ultrasound (BI-POCUS): progress and educational aspects

Association of a longitudinal, preclinical ultrasound curriculum with medical student performance