Contemporary perspectives and debates in student ultrasound education: Exploring didactic elements and theoretical aspects

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Abstract Background Medical ultrasound education is evolving, embracing various teaching methods such as classical, e-learning, and hands-on approaches. The integration of ultrasound into medical school curricula has highlighted the importance of blended learning, although there is limited literature on specific learning theories and pedagogical concepts. Medical ultrasound learning is unique, requiring psychomotor and technical skills in probe handling, anatomical and clinical knowledge, and cognitive abilities for image interpretation. Methods A review of literature in a systematic way was conducted across multiple databases, including PubMed, Embase, and Scopus, using predefined search terms such as “ultrasound education,” “e-learning,” “simulation-based ultrasound,” and “peer-assisted learning ultrasound.” The search targeted studies focusing on undergraduate medical education and ultrasound instruction. Following duplicate removal, two independent reviewers screened titles and abstracts, with eligible full-text articles assessed against inclusion criteria. Studies were included if they addressed didactic ultrasound teaching methods and reported on educational outcomes relevant to medical students or trainees. Results The inverted classroom approach, where preparatory material is studied before class, was effective in ultrasound education. Blended learning, an educational approach that combines traditional classroom instruction with online learning activities and resources, enhanced both cognitive understanding and practical skills. Simulation-based training emerged as valuable, providing safe environments for learning and is applicable across pre-clinical and clinical phases. The study also assessed the advantages and limitations of simulation-based training and e-learning. Discussion The paper highlights the need for diverse teaching methodologies in ultrasound education. It emphasizes that while traditional methods may be cost-effective, modern approaches, such as blended learning and simulation-based training, offer more engaging, practical, and efficient learning experiences. Integrating these methods within existing curricula enhances ultrasound training quality, advocating for an interdisciplinary and technologically adapted approach. Conclusion The study concludes that a blend of traditional and contemporary teaching methods, including e-learning and simulation, is essential for effective ultrasound education in medical studies. Adapting to technological advancements and diverse learning styles is crucial in preparing students for modern healthcare demands.

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External Organisations
University Hospital Bonn; TU Dresden; Shanghai Jiao Tong University; Justus Liebig University Giessen; Krankenhaus Märkisch Oderland; Brandenburg Institute for Clinical Ultrasound (BICUS) at Brandenburg Medical University; Sana Hospital Lichtenberg, Germany; University of South Carolina; The Ohio State University Wexner Medical Center; Victor Babeș University of Medicine and Pharmacy Timișoara; Johannes Gutenberg University of Mainz; CZMH Medical Physics and Dosimetry Services LTD; University Hospital Frankfurt Johann-Wolfgang-Geothe University Frankfurt on the Main Theodor-Stern-Kai

Associated Persons
F Recker (Creator); SL Sänger (Creator); Y Dong (Creator); A Gschmack (Creator); C Jenssen (Creator); K Möller (Creator); R Neubauer (Creator); M Blaivas (Creator); MI Prats (Creator); J Ruppert (Creator); R Sirli (Creator); J Weimer (Creator); C Zervides (Creator); CF Dietrich (Creator)