Integration of Ultrasound Into Dental Education: Interprofessional Approach
Contributors:
Tatyana Kondrashova, M.D., Ph.D.
Dale De Wan, D.M.D.
Mon Ursino Briones, B.S.
Peter Kondrashov, Ph.D.
Tatyana Kondrashova, M.D., Ph.D.
Dale De Wan, D.M.D.
Mon Ursino Briones, B.S.
Peter Kondrashov, Ph.D.
Participating Organizations:
A.T. Still University, Kirksville College of Osteopathic Medicine
A.T. Still University, Missouri School of Dentistry and Oral Health
A.T. Still University, Kirksville College of Osteopathic Medicine
A.T. Still University, Missouri School of Dentistry and Oral Health
Brief description
In the current study we delivered two 2-hour ultrasound laboratory exercises to the dental students as part of their Anatomy course. The exercises were focused on head and neck and abdominal anatomy. Dental students found ultrasound to be a valuable teaching tool. The majority of the students indicated though that they were not aware of dental applications of ultrasound and were not going to pursue this imaging modality in their future practice. The ultrasound exercise had a significant impact on student interest in exploring ultrasound imaging for use in their future practice. This exercise demonstrated that ultrasound education can help bridge the gap between osteopathic medical and dental education, and presents new opportunities for interprofessional educational activities involving dental and osteopathic medical students.
In the current study we delivered two 2-hour ultrasound laboratory exercises to the dental students as part of their Anatomy course. The exercises were focused on head and neck and abdominal anatomy. Dental students found ultrasound to be a valuable teaching tool. The majority of the students indicated though that they were not aware of dental applications of ultrasound and were not going to pursue this imaging modality in their future practice. The ultrasound exercise had a significant impact on student interest in exploring ultrasound imaging for use in their future practice. This exercise demonstrated that ultrasound education can help bridge the gap between osteopathic medical and dental education, and presents new opportunities for interprofessional educational activities involving dental and osteopathic medical students.
Objectives
Our objectives were to: (1) evaluate the feasibility of integration of ultrasound into the dental school curriculum; (2) identify the opportunities for interprofessional education using ultrasound in teaching anatomy for dental students; (3) assess students’ subjective impression of their ultrasound experience via a survey.
Our objectives were to: (1) evaluate the feasibility of integration of ultrasound into the dental school curriculum; (2) identify the opportunities for interprofessional education using ultrasound in teaching anatomy for dental students; (3) assess students’ subjective impression of their ultrasound experience via a survey.
Rationale
Today's patients have complex health needs and typically require more than one discipline to address issues regarding their health status. The 2001 recommendation by the Institute of Medicine Committee on Quality of Health Care in America suggested that healthcare professionals working in interprofessional teams can best communicate and address these complex and challenging needs. This interprofessional approach may allow sharing of expertise and perspectives to form a common goal of restoring or maintaining an individual's health and improving outcomes while combining resources. Thus, it is important to develop education exercises to offer students interprofessional experience, which will have a positive impact on the quality of their future patient care as clinical skills gained through interprofessional education are important for high-quality care. The goal of this study was to evaluate the feasibility of integration of ultrasound into the dental school curriculum while developing the opportunities for interprofessional education using ultrasound in teaching anatomy for dental students. We assessed the student perception of integration of ultrasound techniques into dental curriculum and the possibility of ultrasound use in their future practice via a survey.
Today's patients have complex health needs and typically require more than one discipline to address issues regarding their health status. The 2001 recommendation by the Institute of Medicine Committee on Quality of Health Care in America suggested that healthcare professionals working in interprofessional teams can best communicate and address these complex and challenging needs. This interprofessional approach may allow sharing of expertise and perspectives to form a common goal of restoring or maintaining an individual's health and improving outcomes while combining resources. Thus, it is important to develop education exercises to offer students interprofessional experience, which will have a positive impact on the quality of their future patient care as clinical skills gained through interprofessional education are important for high-quality care. The goal of this study was to evaluate the feasibility of integration of ultrasound into the dental school curriculum while developing the opportunities for interprofessional education using ultrasound in teaching anatomy for dental students. We assessed the student perception of integration of ultrasound techniques into dental curriculum and the possibility of ultrasound use in their future practice via a survey.
Innovative approach
In the Anatomy course all first-year dental students (42) received four hours of ultrasound training to learn normal anatomy of the maxillofacial structures, neck, and abdomen as a part of the Focused Assessment with Sonography for Trauma (FAST) exam. The ultrasound training involved three components: lecture, ultrasound demonstration, and hands-on learning. Formal satisfaction surveys were used to collect student feedback about the ultrasound component of the anatomy course.
In the Anatomy course all first-year dental students (42) received four hours of ultrasound training to learn normal anatomy of the maxillofacial structures, neck, and abdomen as a part of the Focused Assessment with Sonography for Trauma (FAST) exam. The ultrasound training involved three components: lecture, ultrasound demonstration, and hands-on learning. Formal satisfaction surveys were used to collect student feedback about the ultrasound component of the anatomy course.
Results
Students showed high satisfaction with the ultrasound exercise as 83 % agreed that the ultrasound laboratory exercise was organized in an efficient and educational format and 88 % enjoyed using the exercise as a learning tool. Eighty percent of the students found ultrasound to be a useful teaching tool and 80 % agreed that ultrasound laboratory exercise was beneficial for their learning; 76 % became comfortable operating an ultrasound machine. However, 48 % of students disagreed that they will use ultrasound in their future professional practice. Forty percent of students indicated that they would pursue further learning about ultrasound imaging after attending the ultrasound exercise.
Students showed high satisfaction with the ultrasound exercise as 83 % agreed that the ultrasound laboratory exercise was organized in an efficient and educational format and 88 % enjoyed using the exercise as a learning tool. Eighty percent of the students found ultrasound to be a useful teaching tool and 80 % agreed that ultrasound laboratory exercise was beneficial for their learning; 76 % became comfortable operating an ultrasound machine. However, 48 % of students disagreed that they will use ultrasound in their future professional practice. Forty percent of students indicated that they would pursue further learning about ultrasound imaging after attending the ultrasound exercise.
Conclusions
Formal evaluations showed high student satisfaction with the ultrasound exercises as the majority of dental students enjoyed the laboratory. Even though students agreed that the ultrasound exercises were an efficient learning tool, the majority of students did not view ultrasound as a diagnostic modality that they would use regularly in their future practice. The ultrasound exercise had a significant impact on student interest in exploring ultrasound imaging for use in their future practice. We feel that a more extensive ultrasound program can be developed for dental students to use as an effective screening tool for structures evaluated in the typical head and neck examination performed regularly by dentists. As ultrasound is becoming a core skill for many clinical specialties, its integration into the dental curriculum opens up new opportunities for interprofessional education that can have a positive impact on the quality of patient care.
Formal evaluations showed high student satisfaction with the ultrasound exercises as the majority of dental students enjoyed the laboratory. Even though students agreed that the ultrasound exercises were an efficient learning tool, the majority of students did not view ultrasound as a diagnostic modality that they would use regularly in their future practice. The ultrasound exercise had a significant impact on student interest in exploring ultrasound imaging for use in their future practice. We feel that a more extensive ultrasound program can be developed for dental students to use as an effective screening tool for structures evaluated in the typical head and neck examination performed regularly by dentists. As ultrasound is becoming a core skill for many clinical specialties, its integration into the dental curriculum opens up new opportunities for interprofessional education that can have a positive impact on the quality of patient care.
