CC BY-NC-ND 4.0 · Ultrasound Int Open 2019; 05(03): E81-E88
DOI: 10.1055/a-1024-4573
Original Article
Eigentümer und Copyright ©Georg Thieme Verlag KG 2019

Student Perceptions of Instructional Ultrasound Videos as Preparation for a Practical Assessment

Martin Altersberger
1  University Department of Radiology and Nuclear Medicine, Medical University of Vienna, Vienna, Austria
2  Teaching Center, Medical University of Vienna, Vienna, Austria
,
Philipp Pavelka
2  Teaching Center, Medical University of Vienna, Vienna, Austria
,
Alexander Sachs
1  University Department of Radiology and Nuclear Medicine, Medical University of Vienna, Vienna, Austria
,
Michael Weber
1  University Department of Radiology and Nuclear Medicine, Medical University of Vienna, Vienna, Austria
,
Michaela Wagner-Menghin
2  Teaching Center, Medical University of Vienna, Vienna, Austria
,
Helmut Prosch
1  University Department of Radiology and Nuclear Medicine, Medical University of Vienna, Vienna, Austria
› Author Affiliations
Further Information

Publication History

received 03 June 2018
revised 04 July 2019

accepted 06 October 2019

Publication Date:
07 November 2019 (online)

  

Abstract

Background

Learning ultrasound early in the medical school curriculum helps students to understand anatomy and pathology and to perform defined ultrasound standard views. Instructional videos are a potentially valuable tool for improving the process of learning ultrasound skills. It was the aim of the present study to investigate how students perceived instructional videos as a learning aid, compared to other learning opportunities, in preparation for an Objective Structured Clinical Examination (OSCE).

Materials and Methods

Eleven concise ultrasound videos were created and implemented in the 4th year at the Medical University of Vienna. The videos illustrate the predefined examination process, image optimization, and nine standardized ultrasound views. The videos were available to be used in preparation for the practical ultrasound examination, which was part of the objective structured clinical examination. The students’ perceptions of the instructional videos and other learning methods were surveyed using an online questionnaire.

Results

In total, 445 of 640 students (69.5% of the cohort) used the instructional videos. Of those students, 134 (30%) answered the questionnaire. Of this group, 88.9% rated the instructional videos as very helpful (49.6% as extremely helpful). An ANOVA revealed a significant difference between various learning materials in terms of helpfulness. Post hoc analysis showed that instructional videos were perceived as the second most helpful learning material after “self-execution and feedback.”

Conclusion

The study revealed that students use instructional videos frequently and appreciate them as an extra tool for effective studying.