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The development of a pragmatic, clinically driven ultrasound curriculum in a UK medical school.

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Title: The development of a pragmatic, clinically driven ultrasound curriculum in a UK medical school.
Authors: Wakefield, Richard J.1 (AUTHOR) medrjw@leeds.ac.uk, Weerasinghe, Asoka2 (AUTHOR), Tung, Patrick2 (AUTHOR), Smith, Laura3 (AUTHOR), Pickering, James4 (AUTHOR), Msimanga, Tendekayi5 (AUTHOR), Arora, Mohit6 (AUTHOR), Flood, Karen7 (AUTHOR), Gupta, Pawan8 (AUTHOR), Bickerdike, Suzanne9 (AUTHOR), McLaughlan, James10 (AUTHOR), Uttley, Ashley11 (AUTHOR), Wilson, Jean12 (AUTHOR), Evans, Tony13 (AUTHOR), Wolstenhulme, Stephen11,14 (AUTHOR), Roberts, Trudie E.9 (AUTHOR)
Source: Medical Teacher. Jun2018, Vol. 40 Issue 6, p600-606. 7p.
Subject Terms: *Medical schools, *Curriculum planning, *Clinical competence, Medical practice
Geographic Terms: United Kingdom
Abstract: Whether ultrasound (US) should be incorporated into a medical undergraduate curriculum remains a matter of debate within the medical education arena. There are clear potential benefits to its early introduction particularly with respect to the study of living anatomy and physiology in addition to the learning of clinical skills and procedures required for the graduate clinical practice. However, this needs to be balanced against what is perceived as an added value in addition to financial and time constraints which may potentially lead to the sacrifice of other aspects of the curriculum. Several medical schools have already reported their experiences of teaching US either as a standalone course or as a fully integrated vertical curriculum. This article describes and discusses the initial experience of a UK medical school that has taken the steps to develop its own pragmatic vertical US curriculum based on clinical endpoints with the intent of using US to enhance the learning experience of students and equipping them with the skills required for the safe practice as a junior doctor. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The development of a pragmatic, clinically driven ultrasound curriculum in a UK medical school.
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  Data: Whether ultrasound (US) should be incorporated into a medical undergraduate curriculum remains a matter of debate within the medical education arena. There are clear potential benefits to its early introduction particularly with respect to the study of living anatomy and physiology in addition to the learning of clinical skills and procedures required for the graduate clinical practice. However, this needs to be balanced against what is perceived as an added value in addition to financial and time constraints which may potentially lead to the sacrifice of other aspects of the curriculum. Several medical schools have already reported their experiences of teaching US either as a standalone course or as a fully integrated vertical curriculum. This article describes and discusses the initial experience of a UK medical school that has taken the steps to develop its own pragmatic vertical US curriculum based on clinical endpoints with the intent of using US to enhance the learning experience of students and equipping them with the skills required for the safe practice as a junior doctor. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=130639403
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