These results suggest that learning by doing could be an effective approach to learn anatomy, and might be due to concrete experience during practice. The importance of hands-on practice in ultrasound imaging has been emphasized by other authors as well. Only one study with hands-on practice showed no significant result, but the ultrasound was taught by undergraduate students. Interestingly, the studies with hand-on practice showed significant impact, but those without ultrasound practice did not have significant results. The remaining studies showed no statistically significant improvement. The similarities between these two studies are hands-on practice and integration with anatomy courses. However, only two of these studies have suggested that ultrasound education not only improves medical students’ knowledge of ultrasound and skills but also enhances their anatomical knowledge. Some studies have investigated ultrasound and sonoanatomy education for medical students. Several studies have also discussed the effect of ultrasound training on gross anatomy knowledge, but previous studies have shown mixed outcomes. It is reasonable that students improve their ultrasound knowledge after taking a course with an ultrasound curriculum. Many studies have shown that exposing undergraduate students to ultrasound can increase their interest, ultrasound skills and image recognition ability.
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Portable ultrasound came to be seen as the visual stethoscope and it started to be used as a tool in learning anatomy. Because ultrasound is vital to clinical practice, it should be taught and emphasized in medical education. There are increasingly more ultrasound applications in specialties such as emergency medicine and critical care medicine. Due to its nonradiative and noninvasive nature, ultrasound has long been used in specialties such as radiology, obstetrics/gynecology, and cardiology.
Ultrasound is an important and indispensable technology in medicine. The PUSH course featured a hands-on learning design that empowered medical students to improve their anatomy learning. Learning self-efficacy in the cognitive domain was significantly higher than that in the affective domain (MD = 0.58 P < 0.001) and psychomotor domain (MD = 0.12 P = 0.011). Students provided positive feedback in overall learning self-efficacy after the PUSH course (Mean = 3.68, SD = ☐.56 on a 5-point Likert scale). In Laboratory test, both mid-term (MD:0.7(2.8%), P = 0.308) and final examination (MD:0.3(1.5%), P = 0.592) showed no significant difference between two groups. There was no significant difference in the final examination scores between the two groups (Written Test: MD = 0.3(1.6%), P = 0.472).
Group 1 obtained significantly higher written test scores on the midterm examination (mean difference = 1.5(7.6%), P = 0.014, Cohen’s d = 0.43).
Anatomy examination scores (written and laboratory tests) were utilized to compare the effects of the PUSH course. Learners ( n = 140) voluntarily participated in this elective course (learners in the course before the midterm examination (Group 1, n = 69), or after the midterm examination (Group 2, n = 71)). The PUSH course included anatomical structures located in the chest and abdomen (target anatomy) and was conducted in parallel to the compulsory gross anatomy course. The Parallel Ultrasound Hands-on (PUSH) course was designed to investigate whether or not ultrasonography training affects anatomy knowledge acquisition. However, few studies have discussed the effect of ultrasound training on anatomy learning. Many studies have shown that exposing preclinical students to ultrasound training can increase their motivation and ultrasound competency. As ultrasound has become increasingly prominent in medicine, portable ultrasound is perceived as the visual stethoscope of the twenty-first century.
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