145 - Challenges in the Incorporation of Point of Care Ultrasound (POCUS) in the Anatomy Laboratory: A Qualitative Study

Poster Board Number: 145
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Austin Basso, Medical Student - Central Michigan University; Joydeep Chaudhuri, MD - Professor, Foundational Sciences, Central Michigan University

Abstract Body : Introduction

Point-of-Care Ultrasound (POCUS) has transcended clinical medicine and is emerging as a fundamental aspect of undergraduate medical education. It helps develop factual and procedural anatomical knowledge through visualization of internal organs. Hence medical schools are incorporating POCUS in their preclinical curriculum, while others are contemplating this notion. These decisions appear to be based mainly upon perceptions of the medical school leadership, rather than student opinions. While the virtues of POCUS have been extolled, there is limited empirical research related to challenges in its incorporation in a human cadaver dissection-based anatomy program. This information is essential to develop a holistic anatomy curriculum.



Therefore, this study aimed to assess the opinions of medical students regarding the advantages and challenges of incorporation of POCUS within the curriculum. The eventual aim was to examine the feasibility of the systematic implementation of POCUS in the anatomy curriculum.



Methods

This approved study reports on the findings of Cohort 1 (Summer-2022) and Cohort 2 (Summer-2023) medical students. The study was carried out during a six-week extra-curricular dissection program between their first and second years. Each student worked with their peers (3-4 members) to dissect a cadaver.



Results

The results are based on 24 and 31 demographically similar students in cohorts 1 and 2 respectively, none of whom had any previous experience of cadaveric dissection or POCUS. Thematic analysis of student responses revealed that POCUS had the ability to highlight anatomical relationships in a hands-on, low stress learning environment, and had a wide breadth of clinical utility. However, the major pedagogical challenges identified were the increased cognitive load of acquiring and interpreting POCUS images and aligning them with spatial relationships. The major academic concern was that the integration of POCUS would overwhelm an already congested curriculum. Further, since POCUS is not an intuitive skill, the major logistical barriers were the need for additional equipment and faculty.



Conclusion



While exposure to POCUS in medical education is not novel, there is variable evidence regarding its formal integration within the anatomy curriculum. Hence, this study presents relevant information as institutes initiate steps to implement POCUS. Based on student responses, the solutions for an optimal learning environment include identifying short periods of curricular time, greater availability of POCUS equipment, and recruiting residents for small group learning. Therefore, future medical education should focus on the controlled integration of POCUS to address the misperceptions of students in using this learning tool.