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Ultrasound I: Abdominal Ultrasonography01:20

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Related Experiment Video

Updated: Mar 12, 2026

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
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Integrating Ultrasound Teaching into Preclinical Problem-based Learning.

Eli Tumba Tshibwabwa1, Jenifer Cannon2, James Rice3

  • 1Department of Clinical Medicine, College of Medicine, American University of Antigua, Antigua and Barbuda; Department of Radiology, McMaster University Faculty of Health Sciences, HSC Building, Hamilton, Ontario, Canada.

Journal of Clinical Imaging Science
|November 12, 2016
PubMed
Summary

Small group, problem-based learning (PBL) with hands-on ultrasound training significantly improved preclinical students' image interpretation skills and satisfaction compared to large group lectures.

Keywords:
Diagnostic radiologyeducation and administrationproblem-based learningultrasound teachingundergraduate medical program

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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.