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Basic Abdominal Point‐of‐Care Ultrasound Training in the Undergraduate
Author(s) -
Garcia-Casasola Gonzalo,
Sánchez Francisco Javier García,
Luordo Davide,
Zapata Deborah Forrester,
Frías María Carnevali,
Garrido Victoria Villena,
Martínez Javier Villanueva,
de la Sotilla Alberto Forero,
Rojo José Manuel Casas,
Macho Juan Torres
Publication year - 2016
Publication title -
journal of ultrasound in medicine
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.574
H-Index - 91
eISSN - 1550-9613
pISSN - 0278-4297
DOI - 10.7863/ultra.15.11068
Subject(s) - medicine , ultrasound , point of care ultrasound , abdominal ultrasound , medical education , mathematics education , medical physics , surgery , radiology , psychology
Objectives To analyze the ability of medical students to be integrated in the teaching of basic abdominal ultrasound using a peer‐mentoring design. Methods Thirty medical students previously trained in basic abdominal ultrasound (mentors) had to teach all fourth‐year students (n = 136) from a single academic year the same training they had received. There were 3 stages to the ultrasound teaching: theoretical (online course); basic training (3 practical sessions in which students were guaranteed to have had a minimum of 15 hours of practical experience with ultrasound and performed at least 20 basic abdominal ultrasound studies); and evaluation (objective structured clinical examination in which students had to obtain the basic abdominal views and to identify 17 structures). Results The mean grade ± SD obtained was 8.71 ± 1.53 of a possible 10 points. Only 2 students (1.56%) obtained a grade lower than 5, and 14 students (10.86%) obtained a grade lower than 7. A total of 33 students (25.5%) achieved the maximum grade. The structures most easily identified were the liver, the right kidney, and the urinary bladder, with 97.7% of correct answers. Students obtained the poorest results when trying to identify the left and right cardiac cavities (subxiphoid view), with only 53.5% and 55.8% of correct answers, respectively. Conclusions Teaching based on peer mentoring achieved an adequate level of training in basic abdominal ultrasound. The students acquired these skills in a relatively short training period. These results suggest that peer mentoring can facilitate the large‐scale implementation of ultrasound teaching in undergraduate students.