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Abbravation: Critical Ultrasound Journal

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SpringerOpen

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10.1002/scj.10630

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2036-7902

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An integrated ultrasound curriculum (iUSC) for medical students: 4-year experience

Authors: Richard A. Hoppmann, Victor V. Rao, Mary Beth Poston, Duncan B. Howe, Patrick S. Hunt, Stanley D. Fowler, Lance E. Paulman, James R. Wells, Nancy A. Richeson, Paul V. Catalana, Lynn K. Thomas, L. Britt Wilson, Thomas Cook, Shaun Riffle, Francis H. Neuffer, James B. McCallum, Brian D. Keisler, Rachel S. Brown, Anthony R. Gregg, Kerry M. Sims, Caroline K. Powell, Matthew D. Garber, James E. Morrison, William B. Owens, Kevin A. Carnevale, William R. Jennings, Sarah Fletcher,

Publish Date: 2011/04
Volume: 3, Issue:1, Pages: 1-
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Abstract

A review of the development and implementation of a 4-year medical student integrated ultrasound curriculum is presented. Multiple teaching and assessment modalities are discussed as well as results from testing and student surveys. Lessons learned while establishing the curriculum are summarized. It is concluded that ultrasound is a well received, valuable teaching tool across all 4 years of medical school, and students learn ultrasound well, and they feel their ultrasound experience enhances their medical education.In 2006, the University of South Carolina, School of Medicine introduced an integrated ultrasound curriculum (iUSC) across all 4 years of medical school [1]. The curriculum was based on a point-of-care “focused” ultrasound program that was developed for emergency medicine physicians and trainees [2]. Focused ultrasound examinations are designed to answer specific clinical questions, such as “Is this patient’s right upper quadrant pain due to a gallstone?” This approach to patient care has been facilitated by rapid advances in ultrasound technology. These include the development of laptop-sized ultrasound systems capable of producing high-quality digital images that rival the larger, more expensive systems. The newer systems are also very user friendly making them more accessible to the non-traditional user of ultrasound such as primary care physicians. These advances in technology, combined with the clinical value of point-of-care ultrasound and the potential of ultrasound as a teaching tool for courses such as human anatomy and medical physiology, made the introduction of ultrasound into medical student education a logical and timely institutional decision.Prior to the creation of the iUSC in 2006, ultrasound had been incorporated into medical student curricula to a limited degree [3–13]. Since 2006, a number of additional reports of ultrasound in undergraduate medical education have appeared [14–20]. However, to our knowledge, ultrasound had not been systematically implemented across all 4 years of education as both a teaching tool, and an important bedside clinical tool, to be learned by every student. Much has been learned in the first 4 years of the ultrasound curriculum. The purpose of this review is to share the integrated curriculum, the lessons learned, and to offer some thoughts on what the future may hold for ultrasound as a standard in medical education.


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citation_journal_title=J Emerg Trauma Shock; citation_title=Evaluating emergency ultrasound training in India; citation_author=A Gupta, B Peckler, MB Stone, M Secko, LR Murmu, P Aggarwal, S Galwankar, S Bhoi; citation_volume=3; citation_issue=2; citation_publication_date=2010; citation_pages=115-117; citation_doi=10.4103/0974-2700.62125; citation_id=CR39


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