A scoping review of ultrasound teaching in undergraduate medical education

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dc.contributor.author Birrane, John
dc.contributor.author Misran, Hafiza
dc.contributor.author Creaney, Moninne
dc.contributor.author Shorten, George D.
dc.contributor.author Nix, Catherine Moyra
dc.date.accessioned 2018-02-06T13:36:28Z
dc.date.available 2018-02-06T13:36:28Z
dc.date.issued 2017
dc.identifier.citation Birrane, J., Misran, H., Creaney, M., Shorten, G. and Nix, C. M. (2017) 'A scoping review of ultrasound teaching in undergraduate medical education', Medical Science Educator. pp. 1-12. doi: 10.1007/s40670-017-0491-4 en
dc.identifier.startpage 1
dc.identifier.endpage 12
dc.identifier.uri http://hdl.handle.net/10468/5390
dc.identifier.doi 10.1007/s40670-017-0491-4
dc.description.abstract Introduction: Increasingly, medical schools are integrating Point of Care Ultrasound (POCUS) into their curricula. This review investigated the available literature on how best to integrate POCUS in the teaching of medical students and the benefits of doing so. Methods: Given the heterogeneous literature that has emerged on POCUS education, a scoping review was conducted. Relevant medical databases, including PubMed, MEDLINE, PsycINFO, EMBASE and CINAHL, were searched between January 1980 and August 2016, using keywords identified by the authors. Inclusion criteria were as follows: prospective or retrospective studies, observational or intervention studies, and studies describing how medical students learn to use ultrasound. Results: The literature search yielded 593 articles, of which 128 met the inclusion criteria. Studies that met the inclusion criteria were sub-categorised under the following headings: those that described or evaluated an ultrasound curriculum, those that employed ultrasound as a means of teaching another topic in the curriculum (i.e., anatomy, physical examination, physiology, invasive procedures), those that investigated the learning curve of ultrasound education and those that employed adjuncts or peer mentoring to teach ultrasound. Conclusions: The reviewed literature indicates that the integration of ultrasound in undergraduate medical education is both feasible and beneficial to medical students. This article is intended to inform medical educators aiming to integrate ultrasound into their medical school curricula. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Springer International Publishing AG en
dc.relation.uri https://link.springer.com/article/10.1007%2Fs40670-017-0491-4
dc.rights © 2017, the Authors. Open Access. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. en
dc.rights.uri http://creativecommons.org/licenses/by/4.0/
dc.subject Medical education en
dc.subject Curriculum evaluation en
dc.subject Undergraduate teaching en
dc.subject Ultrasound education en
dc.subject Point of care ultrasound en
dc.subject POCUS en
dc.title A scoping review of ultrasound teaching in undergraduate medical education en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother g.shorten@ucc.ie en
dc.internal.availability Full text available en
dc.description.version Published Version en
dc.description.status Peer reviewed en
dc.identifier.journaltitle Medical Science Educator en
dc.internal.IRISemailaddress George Shorten, Medicine, University College Cork, Cork, Ireland. +353-21-490-3000 Email: g.shorten@ucc.ie en


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© 2017, the Authors. Open Access. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. Except where otherwise noted, this item's license is described as © 2017, the Authors. Open Access. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
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