Models and implementation of education in rheumatologic ultrasonography

Abstract

Learning in rheumatologic ultrasonography (RU) is a fundamental competence for the clinical practice of the rheumatologist, given its broad benefits for the timely diagnosis and effective treatment of patients, which are achieved immediately at the point of care. This paper argues that, for the appropriate training and construction of ultrasound skills, the structured design of a curricular plan is required, initially inspired by international experiences that managed to consolidate the formal teaching of RU in other latitudes. Subsequently, the implementation of a teaching model in ultrasound is described, supported by the constructivist theory in education, based on learning by competencies and formative evaluation through courses of increasing complexity, according to the particularities of the environment and with the active participation of all the actors in the process. Finally, a quality assurance model is described, which will integrate the subject to the recommendations of self-evaluation and accreditation of the regulatory entities in education.