Application of Ultrasonography Visualization Teachingin the Integration Course of Diagnostics and Ultrasonic Medicine for Eight-year Clinical Medicine Program Students

Abstract

Objective To evaluate the effect of ultrasonography visualization teaching in the integration course of diagnostics and ultrasonic medicine for eight-year clinical medicine program students and to provide reference for further optimization of the teaching program. Methods The study conducted a questionnaire survey with electronic questionnaire in the eight-year clinical medicine program students from Peking Union Medical College who participated in ultrasonography visualization teaching of neck and abdomen. We adopted self-control study(data from the questionnaires completed by the same student before and after the course) to compare the accuracy of each knowledge point before and after teaching to evaluate the teaching effect, and collected course satisfaction ratings and feedback from the students. Results A total of 124 eight-year medical students participated in the survey, with 107 cases eight-year clinical medicine program students in grade 2017, and 17 cases '4+4' pilot class students in grade 2019 from Peking Union Medical College. Altogether 116 valid questionnaires (the response rate was 93.5%, 116/124) were collected for neck ultrasound courses and 101 valid questionnaires (the response rate was 94.4%, 101/107) for abdominal ultrasound courses. After the teaching of neck ultrasound course, the correctness of 68.8%(11/16) and 66.7%(10/15) of the knowledge points was significantly improved for the grade of 2017 and 2019 medicine students, respectively (all P < 0.05); after the teaching of abdominal ultrasound course, the correctness of 80%(4/5) of the knowledge points was significantly improved for both the grade of 2017 and 2019 medicine students (all P < 0.05). Course satisfaction surveys showed that 99.1%(115/116)of the students were very satisfied or satisfied with the cervical ultrasound course, and 0.9%(1/116) were somewhat satisfied. As for the abdominal ultrasound course, 99.0% (100/101) of the students were very satisfied or satisfied and 1.0%(1/101) were somewhat satisfied. Twenty one medical students gave feedback on the evaluation of the course, believing that ultrasound visualization teaching improved learning initiative (52%, 11/21) and learning efficiency (43%, 9/21) and stimulated learning interest (5%, 1/21); 27 medical students made suggestions on the teaching mode, among which 'increasing teaching hours' accounted for the highest proportion (56%, 15/27), followed by 'recommending reference books' (26%, 7/27). Conclusion The ultrasonography visualization teaching improves the learning initiative and efficiency of eight-year clinical medicine program undergraduates, stimulates the learning interest, and promotes their mastery of relevant knowledge.

Keywords

• ultrasonography
• visualization teaching
• medicine students
• medical education