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Published on: September 8, 2023
Prospective comparison of static versus dynamic images in abdominal ultrasound education - a randomised controlled
Johannes Matthias Weimer1,2, Michael Eigenseher3, Simon Alexander Stiehl4
1Rudolf Frey Learning Clinic, University Medical Center of the Johannes Gutenberg University Mainz, Langenbeckstraße 1, 55131, Mainz, Germany. weimer@uni-mainz.de.
Introduction:
In medical ultrasound education, static and dynamic images help learners to understand sonoanatomical and sonopathological findings. However, there is currently no clear evidence or recommendations from professional associations regarding which presentation format is more effective for developing ultrasound competencies. This prospective, randomised, controlled study aimed to investigate the impact of static versus dynamic ultrasound images on learners' acquisition of theoretical competencies in abdominal sonography.
Methods:
Participants in certified ultrasound courses were randomised into two groups following an introductory session on ultrasound basics. Separately, both groups completed training covering normal findings and pathologies of the gallbladder, the liver and the pancreas. The study group underwent a digital training session (18 min total) for each of the three topics using dynamic images (video clips) while the control group received the same training session using static images. After the training, participants of both groups completed an online multiple-choice theory test, consisting of 54 questions with 4 answer options per question.
Results:
A total of 145 datasets (69 control group, 76 study group) were included in the analysis. The study group achieved significantly higher overall theory test scores (p = 0.001) and performed significantly better in the total score of pathology findings (p < 0.001). No significant differences were observed in the total score of normal findings (p = 0.08). Multivariate regression analysis identified "group allocation dynamic," "experience with > 30 ultrasound examinations," and "employment in internal medicine" as significant positive predictors (p < 0.01) of theory test performance.
Conclusion:
Dynamic images in ultrasound education improve comprehension of pathological findings over static images. These insights should inform the development and adaptation of future training programs and educational materials to enhance the quality of ultrasound education and diagnostic accuracy.
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