Evidence-based Ultrasound Education? - A Systematic Literature Review of Undergraduate Ultrasound Training Studies.

IF 1.3 Q3 RADIOLOGY, NUCLEAR MEDICINE & MEDICAL IMAGING Ultrasound International Open Pub Date : 2024-03-26 eCollection Date: 2024-01-01 DOI:10.1055/a-2275-0702
Ricarda Neubauer, Claus Juergen Bauer, Christoph F Dietrich, Brigitte Strizek, Valentin Sebastian Schäfer, Florian Recker
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Abstract

Despite a large number of studies previously conducted on educational concepts of ultrasound teaching in medical school, various controversial issues remain. Currently, recommendations for ultrasound curricula that aim to standardize ultrasound teaching are frequently based on expert panel advice instead of relying on valid evidence-based literature. In December 2022, a systematic literature review on the subject of undergraduate ultrasound education was conducted. All ultrasound studies listed in the PubMed and Google Scholar medical databases were filtered and analyzed with respect to various aspects of their methodological conduct and curricular implementation. A total of 259 publications were considered in the data synthesis, including 145 teaching studies in the field of undergraduate ultrasound education. The latter encompassed 58 (40%) studies that did not compare their ultrasound training to a control group. Furthermore, 84 (58%) of these studies did not assess knowledge prior to the applied ultrasound training, neglecting this factor's potential influence on study outcomes. Despite a great interest in the development and further implementation of ultrasound education during medical school, this process is still compromised by significant deficiencies in studies that have been conducted in the past. In order to provide a valid basis for curricular decisions, teaching studies should fulfill essential methodological requirements despite the multifactorial framework in which they are conducted. In the future, a guide for the design of ultrasound studies could be a useful aid for ultrasound enthusiasts and promote scientific knowledge gain.

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循证超声教育?- 本科生超声培训研究的系统文献综述。
尽管此前对医学院超声教学的教育理念进行了大量研究,但仍存在各种争议问题。目前,旨在规范超声教学的超声课程建议往往是基于专家小组的建议,而不是基于有效的循证文献。2022 年 12 月,一项关于本科超声教学的系统性文献综述展开了研究。对PubMed和Google Scholar医学数据库中列出的所有超声研究进行了筛选,并对其方法论实施和课程实施的各个方面进行了分析。数据综合共考虑了 259 篇出版物,其中包括 145 篇本科生超声波教育领域的教学研究。后者包括 58 项(40%)没有将超声培训与对照组进行比较的研究。此外,这些研究中有 84 项(58%)没有对应用超声培训前的知识进行评估,忽略了这一因素对研究结果的潜在影响。尽管人们对医学院校超声波教育的发展和进一步实施抱有极大的兴趣,但由于过去开展的研究存在重大缺陷,这一过程仍受到影响。为了给课程决策提供有效依据,尽管教学研究是在多因素框架下进行的,但仍应满足基本的方法学要求。未来,超声研究的设计指南将成为超声爱好者的有益帮助,并促进科学知识的获取。
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来源期刊
Ultrasound International Open
Ultrasound International Open RADIOLOGY, NUCLEAR MEDICINE & MEDICAL IMAGING-
CiteScore
3.00
自引率
0.00%
发文量
7
审稿时长
12 weeks
期刊最新文献
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