Purpose: During the last decades, ultrasound has been established as an effective diagnostic
tool. Medical students learning ultrasound already as undergraduates clearly benefit
in terms of understanding of anatomy and pathology. Thus systematic training on how
to perform clearly defined ultrasound standard views is important early in the undergraduate
medical curriculum. However, as organizing practical ultrasound training is resource
intensive, suitable learning material for preparation and review can alleviate shortage
of practical training possibilities. For demonstrating practical skills videos have
been shown to be effective, provided they show relevant aspects. The study describes
our process of developing instructional ultrasound videos.
Material and methods: Learning materials were designed in an interative process: (1) define learning goals
(2) outline steps to be taken, written documentation (3) outline script for video
recording (4) video editing (5) review with ultrasound experts and students (6) revise
video editing.
The videos consist of various compositions such as a video of the transducer next
to the resulting ultrasound video (split screen).
Students' perception of the material is being surveyed asking about their preferences
of learning material and instructional setting together with how the videos helped
them to prepare for the upcoming practical ultrasound assessment.
Results: 11 concise ultrasound videos were created and implemented in curricular training
at our university, which include instructions on a defined examination process, image
optimization and 9 standardized ultrasound views.
Although our recording system allows us to minimize the need for extensive post video
editing by being able to choose the composition of video and audio signals on the
fly during the recording process, multiple takes were needed as well as audio and
video post processing.
By means of an online questionnaire students' perception of video material is currently
being evaluated.
