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Archives of cardiovascular diseases
Volume 106, n° 4
pages 247-248 (avril 2013)
Doi : 10.1016/j.acvd.2013.03.009
Ultrasound based teaching of cardiac anatomy and physiology to undergraduate medical students
 

N. Hammoudi a, D. Arangalage b, L. Boubrit a, M.-C. Renaud a, R. Isnard a, A. Cohen b, A. Duguet a
a Hôpital de la Pitié-Salpêtrière, Paris, France 
b Hôpital St Antoine, Paris, France 

Background .– Ultrasonography is a non-invasive imaging modality that offers the opportunity to teach living cardiac anatomy and physiology. The objectives of this study are to assess the feasibility of integrating an ultrasound based course to the conventional undergraduate medical teaching program and to analyze students’ and teachers’ feedbacks.

Methods .– An ultrasound based teaching course was implemented and proposed to all second ear medical students (n =348) at the end of the academic year and after all the conventional modules at our faculty. After a brief theoretical and practical demonstration, students were allowed to take the probe and use the ultrasound machine. Students and teachers were asked to complete a survey and were given the opportunity to provide open feedback.

Results .– Two months were required to implement the entire module and 330 (95%) students divided into 39 groups, and 37 teachers participated to the course. The students’ feedbacks were very positive: 98% of them agreed that the course was useful; 85% and 74% respectively considered that their understandings of cardiac anatomy and physiology were improved. A majority of the teachers (97%) considered that the students were interested, 81% agreed that the course was adapted to second year medical students and 84% were willing to participate to future sessions.

Conclusion .– Cardiac anatomy and physiology teaching using ultrasound to undergraduate medical students is feasible and enhances their motivation to improve their knowledge. Students’ and teachers’ feedbacks on the course were very positive.



© 2013  Published by Elsevier Masson SAS.
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