TY - JOUR
T1 - Does ultrasound training boost Year 1 medical student competence and confidence when learning abdominal examination?
AU - Butter, John
AU - Grant, Thomas H
AU - Egan, Mari
AU - Kaye, Marsha
AU - Wayne, Diane Bronstein
AU - Carrión-Carire, Violeta
AU - McGaghie, William Craig
PY - 2007/9/1
Y1 - 2007/9/1
N2 - Objectives: Learning to perform physical examination of the abdomen is a challenge for medical students. Medical educators need to find engaging, effective tools to help students acquire competence and confidence in abdominal examination techniques. This study evaluates the added value of ultrasound training when Year 1 medical students learn abdominal examination. Methods: The study used a randomised trial with a wait-list control condition. Year 1 medical students were randomised into 2 groups: those who were given immediate ultrasound training, and those for whom ultrasound training was delayed while they received standard instruction on abdominal examination. Standardised patients (SPs) used a clinical skills assessment (CSA) checklist to assess student abdominal examination competence on 2 occasions - CSA-1 and CSA-2 - separated by 8 weeks. Students also estimated SP liver size for comparison with gold-standard ultrasound measurements. Students completed skills confidence surveys. Results: Proficiency in abdominal examination technique acquired from traditional instruction boosted with ultrasound training showed no advantage at CSA-1. However, at CSA-2 the delayed ultrasound training group showed significant improvement. Students uniformly underestimated SP liver sizes and the estimates were not affected by ultrasound training. Student confidence in both groups improved from baseline to CSA-1 and CSA-2. Conclusions: Ultrasound training as an adjunct to traditional means of teaching abdominal examination improves students' physical examination technique after students have acquired skills with basic examination manoeuvres.
AB - Objectives: Learning to perform physical examination of the abdomen is a challenge for medical students. Medical educators need to find engaging, effective tools to help students acquire competence and confidence in abdominal examination techniques. This study evaluates the added value of ultrasound training when Year 1 medical students learn abdominal examination. Methods: The study used a randomised trial with a wait-list control condition. Year 1 medical students were randomised into 2 groups: those who were given immediate ultrasound training, and those for whom ultrasound training was delayed while they received standard instruction on abdominal examination. Standardised patients (SPs) used a clinical skills assessment (CSA) checklist to assess student abdominal examination competence on 2 occasions - CSA-1 and CSA-2 - separated by 8 weeks. Students also estimated SP liver size for comparison with gold-standard ultrasound measurements. Students completed skills confidence surveys. Results: Proficiency in abdominal examination technique acquired from traditional instruction boosted with ultrasound training showed no advantage at CSA-1. However, at CSA-2 the delayed ultrasound training group showed significant improvement. Students uniformly underestimated SP liver sizes and the estimates were not affected by ultrasound training. Student confidence in both groups improved from baseline to CSA-1 and CSA-2. Conclusions: Ultrasound training as an adjunct to traditional means of teaching abdominal examination improves students' physical examination technique after students have acquired skills with basic examination manoeuvres.
KW - Ultrasonography
KW - abdomen
KW - education, medical, undergraduate
KW - Clinical competence/standards
KW - Humans
KW - Physical examination/education/standards
KW - Randomised controlled trial [publication type]
KW - Teaching/methods
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U2 - 10.1111/j.1365-2923.2007.02848.x
DO - 10.1111/j.1365-2923.2007.02848.x
M3 - Article
C2 - 17696983
AN - SCOPUS:34548152948
VL - 41
SP - 843
EP - 848
JO - British journal of medical education
JF - British journal of medical education
SN - 0308-0110
IS - 9
ER -