Man With Bilateral Leg Swelling

A 52-year-old man without known medical history presented with painful, progressive, bilateral lower extremity edema over a two-week period. An abdominal exam noted a firm left upper quadrant mass. Emergency department (ED) point-of-care ultrasound (POCUS) revealed a hyperechoic, heterogeneous structure in the inferior vena cava that was determined to represent a tumor thrombus extending from a primary renal cell carcinoma. This case demonstrates how POCUS was valuable in rapidly diagnosing this rare cause of lower extremity edema and its usefulness in directing the initial ED management of this patient

Man With Bilateral Leg Swelling

A 52-year-old man without known medical history presented with painful, progressive, bilateral lower extremity edema over a two-week period. An abdominal exam noted a firm left upper quadrant mass. Emergency department (ED) point-of-care ultrasound (POCUS) revealed a hyperechoic, heterogeneous structure in the inferior vena cava that was determined to represent a tumor thrombus extending from a primary renal cell carcinoma. This case demonstrates how POCUS was valuable in rapidly diagnosing this rare cause of lower extremity edema and its usefulness in directing the initial ED management of this patient

Laurel Martyn with artists of the Borovansky Australian Ballet in Vltava, 1940 [picture].

In album 3, MS 8495 series 23.; Title devised by cataloguer based on caption list prepared by researcher.; Part of the collection: Papers of Margaret Walker.; Also available in electronic version via the Internet at: http://nla.gov.au/nla.ms-ms8495-23-3-s39-a1

Use of Ultrasound to Teach Living Anatomy to Graduate Students

Ultrasound technology is used to reinforce gross anatomy instruction in many medical sciences programs. However, this technology has not transferred into common practice for anatomy instruction in non-medical graduate courses. The addition of ultrasound sessions provides a clear view of local anatomy and could help graduate students transfer anatomy from didactic content onto a living, moving body. This modernized approach to instruction complements the rapidly evolving technological advances in science education and may assist with spatial understanding, knowledge retention, and student engagement. Our main objective of this study was to determine the efficacy of ultrasound sessions in order to aid comprehension and retention of gross anatomy. We tested our hypothesis with two cohorts of students (n=48) who were enrolled in both graduate-level gross anatomy, and a parallel course that was designed to introduce imaging techniques for visualizing normal anatomy. During these courses, students participated in three interactive, two-hour long ultrasound sessions that corresponded to the gross anatomy lecture material. At the end of the semester, the students took a final examination and lab practical, which was scored and averaged to evaluate their content mastery. They also filled out a questionnaire to assess their learning experience and interest level in the sessions. The questionnaire results were analyzed, and the words and phrases that were used most frequently to describe the sessions were collected. Analysis of the 31 questionnaires that were completed, demonstrated that 96.77% (30) of the students felt that the ultrasound sessions aided in their anatomical comprehension. Despite the fact that the students had a limited background in ultrasound technology or anatomy, 90.32% (28) of them felt that they had adequate knowledge from the gross anatomy lectures to be able to benefit from the sessions. Furthermore, the students unanimously “agreed/strongly agreed” that ultrasound technology should be used for anatomical instruction for graduate students. Free response data showed that while students found the sessions to be helpful, they sought more and longer sessions, and smaller group sizes. The average score of the combined final examination and lab practical was 79% correct, indicating that students had an appropriate level of understanding of anatomical concepts related to ultrasound technology for a graduate anatomy course. Overall, this study supports the idea that using ultrasound technology to reinforce gross anatomy instruction to graduate students may be an effective and engaging method of instruction that will aid in comprehension and retention of the content. Affiliation: The George Washington School of Medicine and Health Sciences: Department of Anatomy and Regenerative Biolog

The state of ultrasound education in U.S. medical schools: results of a national survey.

Purpose To determine the state of ultrasound education in U.S. medical schools and assess curricular administrators\u27 opinions on its integration in undergraduate medical education (UME). Method In 2012, curricular administrators at 134 U.S. MD-granting medical schools were surveyed concerning the nature of ultrasound education in medical school. The questionnaire sought ultrasound education program characteristics, structures, and objectives. It also sought respondents\u27 opinions on the role of ultrasound education in UME and barriers to its integration. Frequency and distribution analyses were conducted for survey responses; Rasch analysis was performed for barrier responses. Results Responses were received from 82 (61.2%) medical schools; these institutions were representative of the U.S. medical school population. Fiftyone respondents (62.2%) reported ultrasound training was integrated into their UME curriculum. Ultrasound was most commonly taught in the third year (38/82; 46.3%), and the purpose of training varied by curricular year. There was agreement that ultrasound should be part of the UME curriculum (56/71; 78.9%), but few respondents reported it was a priority at their institution (13/70; 18.6%). Respondents perceived lack of space in the curriculum (logit = +0.49; standard error [SE] = 0.11) and lack of financial support (logit = +0.42; SE = 0.11) as the most significant barriers to integration. Conclusions Despite a general consensus that ultrasound is an important skill to teach in medical school, the integration of ultrasound education in U.S. schools is highly variable. This study indicates a need for national standards to guide the integration of ultrasound education into U.S. medical school curricula

Using ultrasound to teach living anatomy to non-medical graduate students

© 2020, Springer-Verlag France SAS, part of Springer Nature. Purpose: Ultrasound technology is used to supplement gross anatomy instruction in many medical sciences programs. However, this technology is not common practice for anatomy instruction in nonmedical graduate-level courses. Ultrasound sessions provide a clear view of local anatomy and could help graduate students transfer anatomical content from a didactic context onto a living, moving body. This approach to instruction complements the rapidly evolving technological advances in science education and may assist with spatial understanding, knowledge retention, and student engagement. The main objective of this article was to describe the methods used to incorporate ultrasound sessions into a graduate level gross anatomy course. Methods: The goal of the curricula was to use ultrasound technology to create a supplemental hands-on and engaging method of learning anatomy that would appeal to graduate students and possibly reinforce content. Graduate students participated in three interactive, 2-h-long ultrasound sessions that corresponded to their gross anatomy lecture material. Results: Questionnaire results showed that students overwhelmingly believed that the ultrasound sessions were beneficial and that ultrasound technology should be used for anatomical instruction in graduate programs. While students found the sessions to be helpful, they sought more and longer sessions with smaller group sizes. Conclusion: Overall, this article describes the methods used to incorporate multimodal learning into a graduate level anatomy course and found that students supported the methods as a potentially effective and engaging way to supplement traditional gross anatomy lectures and practical laboratory sessions

Using ultrasound to teach living anatomy to non-medical graduate students.

© 2020, Springer-Verlag France SAS, part of Springer Nature. Purpose: Ultrasound technology is used to supplement gross anatomy instruction in many medical sciences programs. However, this technology is not common practice for anatomy instruction in nonmedical graduate-level courses. Ultrasound sessions provide a clear view of local anatomy and could help graduate students transfer anatomical content from a didactic context onto a living, moving body. This approach to instruction complements the rapidly evolving technological advances in science education and may assist with spatial understanding, knowledge retention, and student engagement. The main objective of this article was to describe the methods used to incorporate ultrasound sessions into a graduate level gross anatomy course. Methods: The goal of the curricula was to use ultrasound technology to create a supplemental hands-on and engaging method of learning anatomy that would appeal to graduate students and possibly reinforce content. Graduate students participated in three interactive, 2-h-long ultrasound sessions that corresponded to their gross anatomy lecture material. Results: Questionnaire results showed that students overwhelmingly believed that the ultrasound sessions were beneficial and that ultrasound technology should be used for anatomical instruction in graduate programs. While students found the sessions to be helpful, they sought more and longer sessions with smaller group sizes. Conclusion: Overall, this article describes the methods used to incorporate multimodal learning into a graduate level anatomy course and found that students supported the methods as a potentially effective and engaging way to supplement traditional gross anatomy lectures and practical laboratory sessions