Ultraschall Med 2016; 37 - P3_16
DOI: 10.1055/s-0036-1587934

Ultrasound in the undergraduate medical curriculum: Designing the learning material

M Altersberger 1, P Pavelka 2, A Sachs 3, P Anner 4, M Wagner-Menghin 2, H Prosch 3
  • 1Medical University of Vienna, Radiology, DEMAW, Vienna, Austria
  • 2Medical University of Vienna, DEMAW, Vienna, Austria
  • 3Medical University of Vienna, Radiology, Vienna, Austria
  • 4Medical University of Vienna, Center for Brain Research, Vienna, Austria

Purpose: During the last decades, ultrasound has been established as an effective diagnostic tool. Medical students learning ultrasound already as undergraduates clearly benefit in terms of understanding of anatomy and pathology. Thus systematic training on how to perform clearly defined ultrasound standard views is important early in the undergraduate medical curriculum. However, as organizing practical ultrasound training is resource intensive, suitable learning material for preparation and review can alleviate shortage of practical training possibilities. For demonstrating practical skills videos have been shown to be effective, provided they show relevant aspects. The study describes our process of developing instructional ultrasound videos.

Material and methods: Learning materials were designed in an interative process: (1) define learning goals (2) outline steps to be taken, written documentation (3) outline script for video recording (4) video editing (5) review with ultrasound experts and students (6) revise video editing.

The videos consist of various compositions such as a video of the transducer next to the resulting ultrasound video (split screen).

Students' perception of the material is being surveyed asking about their preferences of learning material and instructional setting together with how the videos helped them to prepare for the upcoming practical ultrasound assessment.

Results: 11 concise ultrasound videos were created and implemented in curricular training at our university, which include instructions on a defined examination process, image optimization and 9 standardized ultrasound views.

Although our recording system allows us to minimize the need for extensive post video editing by being able to choose the composition of video and audio signals on the fly during the recording process, multiple takes were needed as well as audio and video post processing.

By means of an online questionnaire students' perception of video material is currently being evaluated.