Ultrasound technology as a tool to teach basic concepts of physiology and anatomy in undergraduate and graduate courses: a systematic review.

Abstract

Many publications describe use of ultrasound imaging in teaching on clinical courses, primarily integrated with clinical applications. More recently there has been increasing numbers of papers describing ultrasound as a tool primarily for teaching basic anatomy and physiology concepts, rather than clinical applications. Of these, many described qualitative analysis with a consensus that its use was viewed very positively by students for aiding learning. Far fewer studies have attempted quantitative analysis to support this belief, and conclusions have been varied. A review of studies was conducted which included those that used ultrasound to teach physiology and anatomy concepts. Studies were excluded if they did not contain quantitative or qualitative assessment of efficacy. Medline and Embase databases were searched (16/11/22) and screened by two independent reviewers. Forty-six studies were included, with data extracted relating to cohort characteristics, ultrasound intervention, quantitative or qualitative assessments and any barriers to implementation. It was confirmed that both student and teacher opinions are extremely favourable in most cases. Although conclusions from quantitative studies were not as clear, there was evidence that ultrasound is at least as effective as more conventional teaching methods and could have significantly better performances in short-term assessments. However, varied methods of teaching intervention, experimental protocols and assessment of learning may have contributed to the lack of clarity. Within this context, some of the problems encountered with implementing ultrasound as an educational tool (such as financial and temporal constraints), and in conducting more definitive studies, are discussed.