VCOM Louisiana Research Day Program

Clinical & Case Studies

Alexander Taylor, OMS-III; Shelby Deynzer, OMS-III; Jacob Turnbull, DO; Colleen Cheverko, PhD; Kristina Zarenko, PhD Edward Via College of Osteopathic Medicine-Louisiana, Monroe, Louisiana 32 EVALUATING PRECLINICAL MEDICAL STUDENTS’ COMPETENCY IN ULTRASOUND USING CADAVERIC ANKLE FRACTURE MODELS

Introduction: Ultrasound (US) has been used as a low exposure, cost-effective imaging modality for decades. The soft tissue diagnostic capabilities of bedside ultrasound are clinically efficient and effective. When comparing point-of care ultrasound to x-ray imaging in identification of tibia and fibula fractures, ultrasound is often as effective as its x-ray counterpart. Additionally, research has successfully demonstrated similar results in the emergency room setting, supporting ultrasound as an accurate diagnostic modality when assessing extremity fractures. With minimal training, as little as 4 hours, clinicians have shown the ability to detect long bone fractures using ultrasound with up to 90% sensitivity. With continued research in favor of the efficacy of ultrasound based long bone fracture identification this imaging modality should be implemented into medical school curricula. This study assesses the effectiveness of implementing an ultrasound workshop and practical for ankle fracture identification in pre clinical medical education. Objective: The purpose of this study is to test the efficacy of early ultrasound implementation in the medical school curriculum using a portable ultrasound lecture, hands-on live workshop, and ankle fracture cadaveric models.

as well as student confidence in their newly acquired ultrasound skillset. Results: Student participants were successfully able to identify lower extremity fractures an average of 39% of the time using ultrasound following the educational workshop. Students demonstrated statistically significant higher competency scores on the post-intervention surveys compared to the pre- intervention survey (F [2,76] = 77.83, p < 0.001). Conclusion: The 39% fracture identification success rate demonstrates the complexity of ultrasound implementation and utilization in the educational setting. We hypothesize the low practical scores reflect the dynamic nature of ultrasound scanning. Ultrasonography is user dependent and medical students should be given adequate time to fine tune their skillset prior to entering residency, highlighting the need for continued and repeated integration of ultrasound modules throughout medical education. Preclinical medical students were also able to improve post- intervention survey competency scores which supports early ultrasound implementation into the medical school curriculum.

Methods: Design: A study group of 42 medical student participants received a 45-minute lecture and completed a 30- minute butterfly ultrasound teaching session. Pre/Post teaching session competency surveys were issued to each participant. Participants then completed a practical examination which utilized cadaver patient models that either had or did not have a closed Tibia/Fibula fracture. Students were asked to perform an ultrasound on each of the 5 cadaveric ankles and record their findings. A 5-month post-practical follow-up competency survey was completed by each participant to measure retention. Approved by IRB:1822205-3 Setting: Medical School Cadaver Lab (VCOM-Louisiana) Participants: 1st/2nd year medical students (N=42)

Interventions: Lecture, Ultrasound Workshop, and Cadaver Practical Main Outcome Measures: Student

performance was measured using a scored practical examination. Additionally, pre/post competency survey results were compared, testing the efficacy of the ultrasound workshop

45 2023 Via Research Recognition Day