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

Many publications describe use of ultrasound imaging in teaching of clinical courses, primarily integrated with clinical applications. More recently there have 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 have described qualitative analysis with a consensus that its use is 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 that 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 (11/16/22) 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 favorable 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.NEW & NOTEWORTHY This first systematic review of ultrasound use as a teaching tool in basic anatomy and physiology confirmed that students and staff believe incorporation is beneficial to learning and is highly popular. Quantitative data are scarcer but show that it is at least as effective as more conventional teaching methods and can enhance short-term recall. Good-quality studies with adequate comparisons and assessment methods are still lacking, so further work in this area is needed.