Integrating Ultrasound Teaching into Preclinical Problem-based Learning.

Area of Science:

• Medical Education
• Diagnostic Imaging
• Ultrasound Technology

Background:

• Preclinical medical education requires effective methods for teaching diagnostic skills.
• Ultrasound interpretation is a crucial skill for future clinicians.
• Current curricula may lack standardized approaches for integrating ultrasound training.

Purpose of the Study:

• To evaluate the effectiveness of small group, problem-based learning (PBL) with hands-on ultrasound training for preclinical students.
• To compare this approach against traditional large group didactic lectures.
• To assess student learning outcomes and satisfaction with ultrasound image interpretation skills.

Main Methods:

• Two cohorts of first-year preclinical students participated in introductory ultrasound sessions.
• An experimental group received small group PBL with hands-on practice.
• A control group received large group didactic lectures.
• Learning was assessed via pre- and post-tests and student feedback.

Main Results:

• Students in the small group PBL (experimental) cohort demonstrated significantly higher ultrasound image interpretation scores.
• The experimental group reported higher overall satisfaction with the ultrasound module.
• Posttest knowledge significantly improved from pretest in the experimental group.

Conclusions:

• Small group, interactive, problem-based learning (PBL) with hands-on ultrasound practice enhances preclinical student learning.
• This approach leads to improved ultrasound image interpretation skills and greater student satisfaction.
• Further research is needed to standardize ultrasound integration into medical curricula.