Title |
Integrated medical school ultrasound: development of an ultrasound vertical curriculum
|
---|---|
Published in |
The Ultrasound Journal, July 2013
|
DOI | 10.1186/2036-7902-5-6 |
Pubmed ID | |
Authors |
David P Bahner, Eric J Adkins, Daralee Hughes, Michael Barrie, Creagh T Boulger, Nelson A Royall |
Abstract |
Physician-performed focused ultrasonography is a rapidly growing field with numerous clinical applications. Focused ultrasound is a clinically useful tool with relevant applications across most specialties. Ultrasound technology has outpaced the education, necessitating an early introduction to the technology within the medical education system. There are many challenges to integrating ultrasound into medical education including identifying appropriately trained faculty, access to adequate resources, and appropriate integration into existing medical education curricula. As focused ultrasonography increasingly penetrates academic and community practices, access to ultrasound equipment and trained faculty is improving. However, there has remained the major challenge of determining at which level is integrating ultrasound training within the medical training paradigm most appropriate. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
United States | 2 | 50% |
Slovenia | 1 | 25% |
Unknown | 1 | 25% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Practitioners (doctors, other healthcare professionals) | 2 | 50% |
Members of the public | 2 | 50% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
United States | 2 | 1% |
Germany | 1 | <1% |
Italy | 1 | <1% |
Ireland | 1 | <1% |
Iran, Islamic Republic of | 1 | <1% |
Singapore | 1 | <1% |
Unknown | 188 | 96% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Doctoral Student | 27 | 14% |
Professor > Associate Professor | 24 | 12% |
Researcher | 21 | 11% |
Other | 17 | 9% |
Student > Master | 17 | 9% |
Other | 53 | 27% |
Unknown | 36 | 18% |
Readers by discipline | Count | As % |
---|---|---|
Medicine and Dentistry | 117 | 60% |
Nursing and Health Professions | 8 | 4% |
Social Sciences | 5 | 3% |
Agricultural and Biological Sciences | 5 | 3% |
Arts and Humanities | 3 | 2% |
Other | 13 | 7% |
Unknown | 44 | 23% |