VCOM Louisiana Research Day Program Book 2024

Clinical Research

Ebony Griffin, BS, OMS-III; Kayla A. Irons, BS, OMS-III; Jacob Turnbull, DO; Colleen Cheverko, PhD VCOM-Louisiana 36 ASSESSING PRACTICAL COMPETENCE: AN IN-DEPTH EXAMINATION OF PRECLINICAL MEDICAL STUDENTS’ PERFORMANCE IN DETECTING FRACTURES THROUGH ULTRASOUND PRACTICAL EXAMS ON CADAVERS

Background: In the field of medicine, ultrasonography (US) continues to grow as a useful modality in many clinical applications. Benefits of US use include earlier and more accurate diagnosis, fewer procedural complications, and live, dynamic imaging availability in diverse clinical settings. Several teaching modalities can be used when building US proficiency amongst healthcare providers. Objective: This study aims to evaluate the effect of various teaching modalities on preclinical medical students’ ability to perform dynamic US scans on cadaveric teaching models. Methods: Participants voluntarily enrolled in the study after receiving an invitation email link. All enrollees received a self-paced “Introduction to Ultrasound” lecture. Participants were then randomized into two groups, one group received an additional hands-on US workshop. All participants took a practical examination using Butterfly iQ+ hand-held ultrasound to detect the presence or absence of wrist iatrogenic fractures on formaldehyde-embalmed cadaveric models. Practical scores were compared between groups using statistical tests and bar charts.

Results: Groups 1 (Intervention 1) and 2 (Intervention 2) performed similarly when assessing the fracture of the distal radius (figure 6), but Group 2 (Intervention 2) outperformed Group 1 (Intervention 1) when assessing a fracture in the distal ulna. Group 2 (Intervention 2) was also more successful in correctly assessing there was no fracture in the proximal radius. However, participants in Group 1 outperformed participants in Group 2 when attempting to identify a fracture in the proximal ulna. Conclusions: The complexity of ultrasonography is evidenced by the number of participants incorrectly identifying the presence or absence of an iatrogenic fracture. Analyzed differences between Group 1 and Group 2 exemplify that hands-on US training and repeated US experience are superior to self taught methods. With the implementation of the US into medical education as well as repeated or follow-up training, medical learners can be more confident in their abilities and be better prepared to explore the various uses of the US before their clinical training.

53 2024 Via Research Recognition Day