ABSTRACT
OBJECTIVES: To evaluate the effectiveness of practical ultrasound workshops for the acquisition and consolidation of conceptual learning about the basic physics and semiology of ultrasonography aimed at third-year medical school students doing the physical examination module of their studies. MATERIAL AND METHODS: We carried out practical ultrasound workshops with two groups of 177 and 175 students in two consecutive academic years. All students had taken a class in basic radiology in the previous year. Students examined each other with ultrasonography under instructors' supervision in a two-hour session. Before and after the workshop, students did a seven-question multiple-choice test about basic semiology and answered two questions evaluating their degree of confidence in interpreting ultrasonographic images and handling the ultrasound scanner on a scale from 1 to 10. RESULTS: No significant differences were found between the scores obtained in the two groups. Overall, the mean score on the multiple-choice test improved from 59.71% on the initial assessment to 88.29% on the post-workshop assessment (p <0.01). Confidence in interpreting images improved from 3.39/10 to 6.28/10 (p <0.01), and confidence in handling the equipment improved from 3.73/10 to 6.51/10 (p <0.01). CONCLUSION: Practical workshops were useful for learning basic concepts about ultrasound imaging, allowing students to significantly improve their scores on the multiple-choice test. Students had a low level of confidence in their ability to interpret ultrasound images and handle the equipment before starting the workshop, but their confidence improved significantly after completing the workshop.
Subject(s)
Education, Medical, Undergraduate/methods , Ultrasonography , Educational MeasurementABSTRACT
Training residents is a task that is both exciting and demanding for which tutors need appropriate training and tools. One of the tools that have been developed is the structured interview, which is based on providing residents with feedback about the learning process according to pre-established goals. Structured feedback focused on the learner is an adult learning technique characterized by the student's self-reflection, preparation for the interviews, and relationship of trust between the tutor and the resident. Periodic structured interviews using a script are very useful. But there is something more. An interview poses multiple challenges for the tutor and for the resident, because both parts must continuously adapt. It is important to create a climate of empathy and ensure that the interview motivates, stimulates, and inspires the resident.
Subject(s)
Internship and Residency , Interprofessional Relations , Interviews as Topic/methods , Mentors , FeedbackABSTRACT
Cardiovascular disease is the leading cause of death in adults in developed countries. Conventional coronary angiography is the technique of choice for the detection of coronary disease; however, this technique is not without complications. Nowadays, a significant proportion of conventional coronary angiography examinations are performed solely for diagnostic purposes. Multislice CT enables noninvasive study of the coronary arteries. This technique involves many professionals from different specialties and is constantly evolving. This article aims to provide an initiation to the fundamentals of multislice CT coronary angiography. We describe the classification of coronary arteries, as well as the normal anatomy, anatomical variants, and anomalies of the origin and course of the coronary arteries in axial images, in maximum intensity reconstructions, and in volumetric reconstructions. We also describe the myocardial segments and their vascularization.
