Medical Student Ultrasound Education: The Radiology Chair Weighs In.

ABSTRACT: To assess the radiology department chairs' opinions concerning current status and plans for teaching ultrasound to medical students, the American College Taskforce on Radiology Ultrasound Education, commissioned by the American College of Radiology, distributed a survey to 142 radiology chairs and a medical school dean subgroup.The response rate was 30% (42/142), and 76% indicated ultrasound was currently part of the medical student curriculum. In preclinical years, radiology involvement was only 6.4%. During clinical years, radiology led ultrasound education with 51.7% in general and 82.9% in elective rotations. Regarding actual content, top 4 results were evenly distributed between learning hands-on scanning (81.1%), diagnostic use of ultrasound (75.7%), anatomy/pathology (75.7%), and ultrasound guidance for procedures (54.0%). Educational leaders in preclinical courses were emergency medicine (72.7%) followed by radiology (45.4%) physicians. During clinical years, leaders were radiology (52.6%) and emergency medicine (47.4%) physicians. Most chairs stated that knowledge of diagnostic ultrasound should be mandatory (76.2%), stressing the importance of teaching the diagnostic capabilities and uses of ultrasound as the primary goal (78.8%). Perceived barriers to implementation were evenly distributed between lack of space in the curriculum (55.6%), lack of faculty (48.2%), lack of resources (44.4%), and lack of institutional support (40.7%). The American College Taskforce on Radiology Ultrasound Education survey shows that radiology's role in ultrasound undergraduate education occurs almost exclusively during clinical years, and the chairs voice a desire to improve upon this role. Barriers include both intradepartmental (faculty and resources) and institutional (curricular) factors.

Spectrum of imaging findings on MRI and CT after uterine artery embolization.

Uterine artery embolization (UAE) is an effective treatment for symptomatic uterine fibroids. Magnetic resonance (MR) imaging is typically employed to evaluate the uterus following UAE for fibroid infarction, size, location change, persistent enhancement, changes in adenomyosis, and uterine necrosis. Variable pattern of calcification on computed tomography (CT) can differentiate embolic particles and fibroid involution. CT following UAE may be requested because of acute pelvic pain or chest discomfort or pyrexia and/or for complications that may require treatment in acute phase. Visualization of gas in uterus and uterine vessels following UAE is an expected finding that should not be misinterpreted as a sign of infection. The MRI and CT appearances vary depending upon the time interval after UAE and success of the procedure. Radiologists should be familiar with the range of post-UAE appearances on MRI and CT to better aid clinicians in correct diagnosis and treatment. The main purpose of this pictorial review is to identify the spectrum of findings on MRI and CT performed after UAE, to illustrate UAE-associated common and uncommon MRI and CT appearances and discuss post-UAE complications that require urgent medical or surgical intervention.

Adenomyosis: sonohysterography with MRI correlation.

OBJECTIVE: The purpose of this study was to describe the sonohysterographic features of adenomyosis with MRI correlation. CONCLUSION: In this study, when the sonohysterographic findings suggested adenomyosis, MRI findings confirmed the diagnosis in 96% of cases. Myometrial cracks are, to our knowledge, a previously undescribed sonohysterographic sign of adenomyosis.

National ultrasound curriculum for medical students.

Ultrasound (US) is an extremely useful diagnostic imaging modality because of its real-time capability, noninvasiveness, portability, and relatively low cost. It carries none of the potential risks of ionizing radiation exposure or intravenous contrast administration. For these reasons, numerous medical specialties now rely on US not only for diagnosis and guidance for procedures, but also as an extension of the physical examination. In addition, many medical school educators recognize the usefulness of this technique as an aid to teaching anatomy, physiology, pathology, and physical diagnosis. Radiologists are especially interested in teaching medical students the appropriate use of US in clinical practice. Educators who recognize the power of this tool have sought to incorporate it into the medical school curriculum. The basic question that educators should ask themselves is: "What should a student graduating from medical school know about US?" To aid them in answering this question, US specialists from the Society of Radiologists in Ultrasound and the Alliance of Medical School Educators in Radiology have collaborated in the design of a US curriculum for medical students. The implementation of such a curriculum will vary from institution to institution, depending on the resources of the medical school and space in the overall curriculum. Two different examples of how US can be incorporated vertically or horizontally into a curriculum are described, along with an explanation as to how this curriculum satisfies the Accreditation Council for Graduate Medical Education competencies, modified for the education of our future physicians.

Nongynecologic findings on pelvic ultrasound: focus on gastrointestinal diseases.

Ultrasound (US) is considered the first-line imaging modality of choice in women presenting with pelvic complaints. Although imaging is focused on detecting abnormalities of the uterus and adnexa, occasionally nongynecologic findings are detected, which may or may not explain the patient's symptoms. Many of these findings are related to the gastrointestinal (GI) tract. Although most of these GI abnormalities are better diagnosed with computed tomography (CT), symptoms are often nonspecific and US may be the first imaging modality requested by referring clinicians. Sonographers should be aware of the possibility of nongynecologic diseases in patients with pelvic symptoms, particularly if US evaluation of the female reproductive tract does not provide an answer to the clinical question. Careful attention to the bowel when performing a pelvic US may allow the sonographer to diagnose GI pelvic diseases such as appendicitis, diverticulitis, colitis, bowel obstruction, mesenteric adenitis, epiploic appendagitis, Crohn disease, and even GI malignancy. As concerns grow regarding the radiation dose of pelvic CT, the use of iodinated contrast material, and imaging costs, US examination may be increasingly requested as an initial imaging study in patients in whom GI diseases is primarily suspected in the pelvis, and familiarity with the various sonographic manifestations will aid considerably in establishing the correct diagnosis.

Evaluation of US training for the past 6 years at ECUREI, the World Federation for Ultrasound in Medicine and Biology (WFUMB) Centre of Excellence, Kampala, Uganda.

RATIONALE AND OBJECTIVES: The objectives of this article are: To explore the impact of the Radiological Society of North America-sponsored "Teach the Teachers" training course and other capacity building interventions (CBIs) on Uganda's ultrasound (US) training capacity; compare performance of students undertaking a modular diploma ultrasound course to the non-modular; and compare performance among various health cadres undertaking US training. MATERIALS AND METHODS: The impact of the "Teach the Teachers" training course and other capacity building interventions were evaluated through analysis of the planning, implementation, sustainability, and output of the training center. Comparison of students' performance in the modular and non-modular diploma courses was by a retrospective cohort methodology using odds ratios. Comparison of performance was by analyzing their mean test scores using a paired Student t-test. RESULTS: To date, 306 students from nine African countries have successfully completed the US diploma training. Fifty (16%) are non-Ugandans. The non-modular cohort has performed better than the modular (OR = 3.2) in the final written examination. The mean test scores for the final written examinations were: 73.4%, 71.9%, 61.2%, and 57% for the doctors, radiographers, assistant physicians, and nurses/midwives, respectively. CONCLUSION: The Radiological Society of North America-sponsored "Teach the Teacher's course in US" together with other capacity building interventions have led to an established center of excellence for US training in Uganda.

Effectiveness of "teaching the teachers" initiative for ultrasound training in Africa.

RATIONALE AND OBJECTIVES: To determine the effectiveness of a comprehensive educational program that trained a group of physicians in diagnostic ultrasound (US), so that they would return to their respective countries to train others with the intent of helping to standardize knowledge and improve the quality of US in Africa. Additionally, to compare the effectiveness of this program to that of a similar, but larger, program. MATERIALS AND METHODS: Twelve physicians from sub-Saharan Africa were selected for an intensive 3-month training program sponsored by Radiological Society of North America Research and Education Foundation Grant in all aspects of diagnostic US. A 100-item open-ended test was used to assess learning and retention of knowledge by administration of the same test at three points: at entry into the program, at completion, and 6-month follow-up. Findings were compared with the previously published results of a larger study. RESULTS: Mean test scores increased significantly from a mean of 58.4% at entry to 76.8% at end-of-program. The mean 6-month follow-up test score (79.1%) was slightly higher than posttest and approached significance, similar to the larger group. Nine of the 12 physicians were selected to establish affiliated ultrasound training programs. CONCLUSION: The results of this testing process are both statistically and clinically significant, because they document an increase in knowledge at the end of an intensive 3-month training program, similar to the results reported for a larger group. There was retention and even slight improvement in the physicians' knowledge at 6-month follow-up, a time during which they were teaching others in their home countries in Africa.