Role of ultrasound in teaching anatomy to first/ second year medical students.

Abstract

Ultrasound demonstration of living anatomy has been used as a supplement in undergraduate cadaveric anatomy teaching to reinforce their anatomy knowledge and its importance in clinical practice. Ultrasound was incorporated into dissecting room session of upper/lower limb anatomy. Twenty-four first year graduate entry (A101) medical students and 121 second year (A100) medical students were included. A100 group were demonstrated with/without line diagrams whereas A101 group had the benefit of cross-sectional anatomy images along with line diagrams. Questionnaires were distributed and qualitative data was analysed using 2 proportion Z test and Fischer’s exact test. 78% of A101 and 63% of A100 students found the teaching useful/essential. A101 group had statistically significant positive responses for identifying bone (91.67% versus 70%, P = 0.02), vessels (91.67% versus 54.4%, P = 0.001) & nerves (45.83% versus 12.60%, P = 0.001), finding line diagram useful/essential (95% versus 55.10%, P = 0.001) and being able to translate most/all of the structures on line diagram (61.90% versus 36.61%, P = 0.03) when compared with A100 group. Similar trend though not significant was obtained for identifying muscle (62.5% versus 51.67%, P = 0.33) & tendons (45.83% versus 31.67%, P = 0.18). Majority of students found ultrasound as a useful tool in anatomy teaching. A101 group had better results probably because they had the advantage of having cross-sectional anatomy images with line diagrams. Ultrasound could act as a useful adjunct in teaching anatomy and its relevance to medical students. It also enables them to develop skills in interpreting normal ultrasound images/machine which they will encounter in clinical medicine. 8 Practical Skills Course for House Officers: a Fundamental Element in the Training of Today’s Junior Doctors B H Yeap,1 L Sivaneswaran,2 P W R Lee3 1Island Hospital, Penang, Malaysia; 2Penang General Hospital, Penang, Malaysia; 3Penang Medical College, Penang, Malaysia Key words: skills course, junior doctors, practical skills A Skills Course to tackle the deficiencies in the practical skills of house officers has been conducted regularly by our department. Its effectiveness in junior doctor training is critically assessed after a 5-year run. Held at a dedicated Skills laboratory, the Course comprised of 10 commonly performed ward and theatre procedures. Pre-course familiarisation with a Course Manual was obligatory. Facilitator to participant ratio was strictly maintained at 1:2. Feedback was obtained from all 95 participants. Pre-course survey revealed that whilst 54% of the participants had been taught the core skills in medical school, only 48% performed some of these skills on the ward, of which just 47% were supervised. Facilitator feedback revealed only 42% could perform the skills satisfactorily, though post-course performance was significantly better. All participants found the Course enjoyable and beneficial, although 55% requested more training time. Genuine concerns regarding junior doctor training is borne out by the findings of this study. Skill laboratories are well established to provide a safe environment for structured learning and feedback. Assessment needs to be considerate as not to jeopardise the enjoyment of the Course. Skills course participation is currently a log book requirement. Time constraints may mean that better use can be made of the junior doctor induction program to include training in core practical skills.