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Revolutionizing Musculoskeletal Anatomy Teaching With MicroVids‐Guidelines. A Pilot Study
Author(s) -
Huber Florian Alexander,
Hirtler Lena,
Kainberger Franz M
Publication year - 2017
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.31.1_supplement.582.3
Subject(s) - memorization , test (biology) , medicine , physical therapy , medical physics , medical education , physical medicine and rehabilitation , psychology , mathematics education , paleontology , biology
In a pilot study, 23 students passed a voluntary elective on musculoskeletal ultrasound (MSUS) anatomy. The undergraduate students received theoretical and practical units of MSUS teaching. Previously developed guidelines for MSUS of the wrist helped the students to learn clinically relevant anatomy. The so‐called “MicroVids”‐guidelines were designed in an indication‐based design and used a novel documentation method, that based on short imaging sequences between significant anatomic begin and end landmarks. Thereby, students would be able to examine a specific disease‐relevant site by simultaneously memorizing anatomic structures and their respectively adjacent anatomy. Students had to pass theoretical exams, diagnostic quizzes and document their own examination, using static images or MicroVids. Simultaneously, duration of all single examinations was documented. Subsequently, students were asked to recognise anatomic structures in colleagues' images, which were randomly assigned to them. Student parameters showed higher recognition rates for dynamically documented examination, when compared to static images. Comparison of the two student groups showed lower mean duration of examination in the “MicroVids” group. Male test subjects partly had significantly higher test scores, compared to female probands (p=0.01). Student scores showed significant differences depending on the method of test results' evaluation (mean student scores ranging from 11% to over 70%). The presented learning curves and recognition rates suggest that the established guidelines can be used as a valid and easy‐to‐learn tool for teaching of MSUS. Support or Funding Information The authors declare that there was no financial funding or other type of support received for the conduction of this study.