A randomized controlled study on medical students learning anatomy through hands-on ultrasound.

Abstract

Anatomy education in the undergraduate medical curriculum faces many competing interests, including the increasing demand for ultrasound learning. Instead of being treated as a separate subject, ultrasound can offer a unique lens to visualize anatomy without using cadaveric materials. This study used a randomized controlled design to compare learning with hands-on ultrasound to learning on cadavers. Forty preclinical medical students were randomized to an experimental group or a control group. Both groups attended a session covering structures in the neck, upper limb, and abdomen. The experimental group learned using hands-on ultrasound imaging, while the control group was taught on a dissected cadaver. Participants completed multiple-choice tests on anatomical relationships and structure identification at four time points: presession, post-session, 1-week follow-up, and 1-month follow-up. There was no statistical difference between test scores of the two groups. The post-session average score (54% for cadaver group, 57% for ultrasound group) more than doubled the presession average score (20% for cadaver group, 25% for ultrasound group) (p < 0.001). One-week follow-up and 1-month follow-up scores (40%-44%) significantly decreased from immediate post-session for both groups. Eighteen of the 20 ultrasound-facilitated participants felt more confident operating an ultrasound device compared to before the session. Three quarters of all participants agreed hands-on ultrasound should be part of their anatomy education. This study shows hands-on ultrasound imaging can effectively substitute cadaver-based learning of certain anatomy topics at the introductory level. Ultrasound integration highlights the clinical relevance of anatomy and provides an innovative tool for anatomical education.