Educative Effects and Proficiency Factors Associated with the Use of Abdominal Ultrasound Simulation Models

摘要

[Purpose]The purpose of the present study was to clarify the educational effects and proficiency factors of medical student training with an abdominal echo simulation model. [Materials and Methods]Seventy-four medical students attending St. Marianna University School of Medicine drew 6 presented cuts in an abdominal echo simulation model. We measured drawing time of each cut, with total time considered image drawing time. We surveyed the students regarding gender, year in medical school, ultrasound-related anatomical knowledge, and number of ultrasound procedures performed and examined the relationship between these results and image drawing time, variations in image drawing time of each cut, and change in students' proficiency level in their following academic years. [Results]Ultrasound-related anatomical knowledge test(r =- 0.243, p < 0.05) and number of ultrasound procedures performed (r = — 0.442， p < 0.001) correlated significantly and inversely with image drawing time. Compared with 4 to 6 ultrasound performances, 7 to 9 performances significantly shortened image drawing time(p < 0.05). Image drawing time correlated significantly and positively with variation in image drawing time of each cut (r = 0.861,p < 0.001). In successive years, 7 of the 8 students (87.5 %) performing training at least 3 times/year reduced image drawing time bylb4 seconds on average. [Conclusion]Students with abundant anatomical knowledge and those performing more ultrasound examinations tended to have shorter image drawing times. Further, the better the image drawing technique, the less the variation in image drawing time for each cut. Continuous training was considered necessary to maintain the students' technical ability. [Original]