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Integrated medical school ultrasound: development of an ultrasound vertical curriculum

Overview of attention for article published in The Ultrasound Journal, July 2013
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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.

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Mendeley readers

The data shown below were compiled from readership statistics for 195 Mendeley readers of this research output. Click here to see the associated Mendeley record.

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%