Simulated EFAST module enhances applied abdominal anatomy learning in first-year medical students

Area of Science:

• Medical Education
• Anatomy
• Emergency Medicine

Background:

• Ultrasonography (USG) integration in undergraduate anatomy education enhances clinical relevance and spatial understanding.
• USG-based teaching strengthens anatomical comprehension and early clinical skill acquisition.
• Limited evidence exists on USG's effectiveness for both anatomical knowledge and technical skills in first-year medical students.

Purpose of the Study:

• To evaluate the effectiveness of an Extended Focused Assessment with Sonography for Trauma (EFAST) intervention on first-year medical students' anatomical knowledge and ultrasound proficiency.
• To assess the impact of simulation-based ultrasound training on clinical reasoning and preparedness for emergency scenarios.

Main Methods:

• Prospective educational study involving two cohorts of first-year medical students (n=91, n=97).
• Students participated in a simulated EFAST intervention under emergency physician supervision.
• Pre- and post-test assessments measured knowledge in ultrasound application, clinical reasoning, and anatomy; focus groups gathered qualitative feedback.

Main Results:

• Significant improvement in post-test scores observed after the EFAST intervention (31.14% increase, p < 0.001).
• Cohort-based analysis showed over 41% improvement in cohort I and over 21% in cohort II.
• Specific gains noted in ultrasonography (44.06%), clinical scenarios (48.16%), and anatomy (8.73%) knowledge.

Conclusions:

• EFAST-based teaching significantly enhances knowledge and engagement with clinically relevant anatomy and ultrasound in emergency settings.
• Integrating point-of-care ultrasound (POCUS) into preclinical curricula bridges foundational science with clinical practice.
• This approach fosters preparedness for acute care settings, though long-term retention requires further investigation.