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Ultrasound in Undergraduate Medical Education in Asia: An Emergency Tool
Abstracts Appropriate use of US has become a core skill that all future physicians will need to learn. Number of specialties require US training in their Residencies like Radiology, Emergency Medicine, and Obstetrics & Gynecology. All Residencies will require US once mandated by the individual Residency Review Committees. Residencies would be able to concentrate more on patient care if the medical student entering their Residency was already proficient in the use of US. Medical school mission is to educate and train their students to be the best prepared physicians to provide the best care for their patients. The use of US is a core skill they should be taught. This core skill also enhances their educational experience in medical school. How does one introduce a new skill into a medical school curriculum that is already jam-packed? The US Integration into medical school curriculum has many requirements which will be briefly discussed in the presentation- ‘‘champion’’; support of deans; support of module leaders; hands-on teachers; space; budget (US equipment, server to save images for each student, simulation); funding; feedback. Final thoughts- each medical school is unique; support of the leaders is mandatory; collaboration is essential; resources (space, equipment, time) need to be available; and how rapid and successful the integration of US into the curriculum depends on many factors which are unique to each institution. T6-16-IN02 Ultrasound in Undergraduate Medical Education in Asia: An Emergency Tool K. Y. Leung Chairman, Education Committee, AFSUMB With the development of ultrasound technology, the availability of small and non-expensive ultrasound machine offering non-invasive, quick and real-time imaging, and the use of ultrasound in all clinical specialties, there is an increasing trend of providing ultrasound training in undergraduate medical education (UME). In Asia, this type of training is currently little for UME compared to the undergraduate training for radiographers or radiology technologists, or postgraduate training. Besides, there are few studies in this region. In one study, learning ultrasound knowledge can be enhanced by andragogy and mnemonics. In another pilot program, a short ultrasound training course was successfully introduced during the final-year medical degree anesthesia rotation. Hands on ultrasound experience can improve ultrasound knowledge of medical students. To overcome the limitations of curriculum time, ultrasound machines and experienced teaching staff, ultrasound training can be provided through e-learning. T6-16-IN03 American Institute of Ultrasound in Medicine Will Describe Status in North America Michael Blaivas, MD, MBA Professor of Medicine, University of South Carolina School of Medicine, Department of Emergency Medicine, Piedmont Hospital Newnan, Atlanta, Georgia, USA Ultrasound is spreading rapidly throughout medical education in the United States. In cooperation with the Society for Ultrasound in Medical Education (SUSME) the AIUM has worked hard to spread ultrasound education to more medical schools. In 2017, it is estimated that approximately 25% of medical schools in the United States have adopted 4 year (entire medical school length) integrated curricula. The strength of integrated curricula rests in the use of ultrasound from basic science foundational years all the way through
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clinical years including specialty clinical rotations. This approach allows for full ultrasound integration and optimal learning by medical students. Challenges include a lack of appropriately trained ultrasound basic science and clinical faculty. However, the stigma of leading the educational cutting edge by implementing an integrated ultrasound programs has changed and now medical schools without such programs are seen as failing to keeping pace with educational advances. Yet the massive challenge of educating large numbers of students effectively and efficiently will likely continue for years and require increased reliance of innovate methods such as use of simulation. T6-16-IN04 Australasian Society for Ultrasound in Medicine Will Describe Status in Australasia George Condous T6-16-IN05 Teaching the Ultrasound Student–Planning for Success Susan Campbell Westerway ASUM, WFUMB Council Teaching medical ultrasound can be a demanding task for the tutor / supervisor with many factors to be considered if there is to be a successful outcome for the student. This presentation will look at concepts that may assist both the tutor and student. Two of the key resources implemented by ASUM to assist ultrasound students include learning and skill acquisition plans. A learning plan aims to assist the student in achieving focused learning goals and is written in collaboration with the tutor, thereby encouraging students to take more responsibility for their learning outcomes. A skill acquisition plan identifies a skill goal so that skill practice strategies can be implemented to assist in achieving that goal. For further reading please see link below. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5024935/ From Aust Govt Dept Health: In order to develop a learning plan with a learner you will first need to identify their learning needs. From these needs you will be able to formulate learning goals and develop a plan to meet these goals. The learning plan should contain details on what will be learned, how it will be learned, by when, what criteria will be used to evaluate the learning and how the learning will be validated. A learning plan is best prepared by the learner with the guidance and support of a mentor or facilitator. Topic 4 in the module Planning for Learning at Work contains detailed information on preparing a learning plan. Once learner needs have been identified they can be matched up with the units of competence and the resources available. Steps to develop a learning plan: The following steps will assist you to develop a learning plan with a learner: 1. Assessment of learning needs This may include analysis of: learner’s values skills strengths and weaknesses preferred learning style suitability of learner’s work situation as a work-based learning environment (Is there a quiet place to read/write/ consider? Are study leave provisions available? Is management supportive of work-based learning?). Identification of learning goals It is important to identify learning objectives both from a learner’s perspective and from an organisational perspective. Those learners
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clinical years including specialty clinical rotations. This approach allows for full ultrasound integration and optimal learning by medical students. Challenges include a lack of appropriately trained ultrasound basic science and clinical faculty. However, the stigma of leading the educational cutting edge by implementing an integrated ultrasound programs has changed and now medical schools without such programs are seen as failing to keeping pace with educational advances. Yet the massive challenge of educating large numbers of students effectively and efficiently will likely continue for years and require increased reliance of innovate methods such as use of simulation. T6-16-IN04 Australasian Society for Ultrasound in Medicine Will Describe Status in Australasia George Condous T6-16-IN05 Teaching the Ultrasound Student–Planning for Success Susan Campbell Westerway ASUM, WFUMB Council Teaching medical ultrasound can be a demanding task for the tutor / supervisor with many factors to be considered if there is to be a successful outcome for the student. This presentation will look at concepts that may assist both the tutor and student. Two of the key resources implemented by ASUM to assist ultrasound students include learning and skill acquisition plans. A learning plan aims to assist the student in achieving focused learning goals and is written in collaboration with the tutor, thereby encouraging students to take more responsibility for their learning outcomes. A skill acquisition plan identifies a skill goal so that skill practice strategies can be implemented to assist in achieving that goal. For further reading please see link below. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5024935/ From Aust Govt Dept Health: In order to develop a learning plan with a learner you will first need to identify their learning needs. From these needs you will be able to formulate learning goals and develop a plan to meet these goals. The learning plan should contain details on what will be learned, how it will be learned, by when, what criteria will be used to evaluate the learning and how the learning will be validated. A learning plan is best prepared by the learner with the guidance and support of a mentor or facilitator. Topic 4 in the module Planning for Learning at Work contains detailed information on preparing a learning plan. Once learner needs have been identified they can be matched up with the units of competence and the resources available. Steps to develop a learning plan: The following steps will assist you to develop a learning plan with a learner: 1. Assessment of learning needs This may include analysis of: learner’s values skills strengths and weaknesses preferred learning style suitability of learner’s work situation as a work-based learning environment (Is there a quiet place to read/write/ consider? Are study leave provisions available? Is management supportive of work-based learning?). Identification of learning goals It is important to identify learning objectives both from a learner’s perspective and from an organisational perspective. Those learners