Ultrasound curriculum taught by first-year medical students： A four-year experience in Tanzania

BACKGROUND: Diagnostic imaging is an integral aspect of care that is often insufficient, if not altogether absent, in rural and remote regions of low to middle income countries(LMICs) such as Tanzania. The introduction of ultrasound can significantly impact treatment in these countries due to its portability, low cost, safety, and usefulness in various medical assessments. This study reviews the implementation of a four-week ultrasound course administered annually from 2013–2016 in a healthcare professional school in Mwanza, Tanzania by first-year allopathic US medical students.METHODS: Participants(n=582, over 4 years) were recruited from the Tandabui Institute of Health Sciences and Technology to take the ultrasound course. Subjects were predominantly clinical officer students, but other participants included other healthcare professional students, practicing healthcare professionals, and school employees. Data collected includes pre-course examination scores, post-course examination scores, course quiz scores, demographic surveys, and postcourse feedback surveys. Data was analyzed using two-tailed t-tests and the single factor analysis of variance(ANOVA).RESULTS: For all participants who completed both the pre-and post-course examinations(n=229, 39.1% of the total recruited), there was a significant mean improvement in their ultrasound knowledge of 42.5%, P<0.01.CONCLUSION: Our data suggests that trained first-year medical students can effectively teach a point of care ultrasound course to healthcare professional students within four weeks in Tanzania. Future investigation into the level of long-term knowledge retention, impact of ultrasound training on knowledge of human anatomy and diagnostic capabilities, and how expansion of an ultrasound curriculum has impacted access to care in rural Tanzania is warranted.

A comparison of handheld and standard ultrasound in Swiss medical students

BACKGROUND:The use of ultrasound(US)within healthcare has inspired the development of new US technology.There have been few studies comparing the use of handheld US to standard US for medical education.This research aims to determine whether a handheld US device can provide a comparable primary learning experience to that of a standard US machine.METHODS:Over two days of instruction,participants were taught and evaluated on core US fundamentals.The standard group received instruction on standard US machines,while the handheld group received instruction on handheld US devices.Participants completed a qualitative survey regarding their experience.Six hundred and four images were obtained and graded by two emergency medicine physicians.RESULTS:A total of 119 Swiss medical students were enrolled in our study.There was no statistically significant difference in the US assessment measurements,except for faster endpoint septal separation(EPSS)vascular setup time in the handheld group(P=0.001).There was no statistically significant difference in participants’perceived difficulty of US learning(P=0.198),comfort level(P=0.188),or self-estimated capability to perform US in the future(P=0.442).There was no statistically significant difference in the percentage of correctly obtained images(P=0.211)or images that were clinically useful(P=0.256).The median quality score of images obtained by the standard group was eight compared to seven in handheld group(P<0.01).CONCLUSION:Our data suggest a handheld US machine can perform as well as a standard US machine as an educational tool despite sacrifices in image quality.