Celebi, Nora, Griewatz, Jan, Malek, Nisar P., Krieg, Sarah, Kuehnl, Toni, Muller, Reinhold, Pauluschke-Fröhlich, Jan, Debove, Ines, Riessen, Reimer, Zipfel, Stephan, and Fröhlich, Eckhart (2019) Development and implementation of a comprehensive ultrasound curriculum for undergraduate medical students - a feasibility study. BMC Medical Education, 19. 170.

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Abstract

Background: Ultrasound is one of the most important imaging techniques in clinical medicine with unique advantages. Skills in ultrasound imaging are very usefull for physicians including novices and thus also mandated by the Task Force National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM) in Germany and as well as by the German Ultrasound Society (Deutsche Gesellschaft fur Ultraschall in der Medizin, DEGUM). Since ultrasound is best learned hands-on in very small supervised groups, we developed and implemented a comprehensive ultrasound-curriculum for all undergraduate medical students of our faculty using a peer-teaching concept.

Methods: We used Kerns six-step model of curricular development comprising (1) problem identification and general needs assessment, (2) needs assessment of the targeted learners, (3) goals and objectives, (4) educational strategies, (5) implementation, and (6) evaluation and feedback.

Results: The developed curriculum covers basic ultrasound of the abdomen and the throat, eFAST (Extended Focused Assessment with Sonography for Trauma), lung-ultrasound, FEEL (Focused Echocardiography in Emergency Life Support) and compression duplex sonography of the thigh deep vein system. All 5th year medical students receive a 90min lecture on ultrasound basics by a faculty member and then a 12.5h hands-on course divided into three sessions with one student tutor for every 4 students. The students are provided with a script (PDF-File) that covers all the learning goals, including example images of pathologies. The student tutors are trained during a 1 week ultrasound course and a 21-day rotation through seven different ultrasound laboratories. In addition, they undergo a standardized 1.5day didactical training. Prior to the implementation for all students, the overall course was tested on 27 volunteer students. These students rated (on a 6-point Likert scale from 1=excellent to 6=very poor) the satisfaction with the student tutors and the faculty members as 1.4.9 (mean +/- stddev) and 1.3 +/-.5 respectively.

Conclusion: A comprehensive ultrasound curriculum for all undergraduate medical students using a peer-teaching concept is feasible. Further studies are needed to evaluate in detail the learning outcomes for students and student tutors.

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