The Ultrasound Curriculum in

Medical Education
Session Design, Integration and
Hands-On Experience

Echocardiography Group
 Considerations for Design and
Implementation
• Curriculum Format
• Class size/number of student participants
• Faculty availability
• Resources (access to ultrasound machines, sim
machines, standardized patients)
• Target audience/level of learners
• For this sample module, we are assuming learners
are MS 1/2 (preclinical) with basic understanding of
knobology, basic principles of ultrasound, some
scanning exposure, basic knowledge of cardiac
anatomy and physiology
Overview of Potential Structure of
Modules
The Heart
through
ultrasonography

Cardiac
Anatomy

Cardiac Cardiac Physical Cardiac

Physiology Diagnosis Pathology
 Goals and Learning Objectives
• Goal: Understand the basic structure of the heart
through the use of standard ultrasound.
• LO’s:
– Identify the major structures (chambers and valves) in
ultrasound images of the heart.
– Properly orient the patient to obtain (or recognize
and describe) the standard views of transthoracic
cardiac ultrasound and identify the utility of each
view.
– Demonstrate sensitivity to the patient while
performing cardiac ultrasound. (Assumes students are
scanning).
 Potential LO’s for Future Sessions
• Physiology (including introduction to Doppler on
ultrasound)
– Correlate events in the cardiac cycle with their appearance
on ultrasound.
• Physical Diagnosis
– Effectively communicate findings to patient, other student,
or other healthcare professionals
– Relate echocardiographic views to cardiac auscultations
• Pathology
– Understand how valvular dysfunction alters normal
doppler flow on ultrasound.
 Prework
• Goal: Review cardiac anatomy and physiology,
basic components of ultrasonography
– Possible approaches to accomplish goal:
• Online modules (with or without assessment quiz)
• Lecture based session
• Textbook readings
– Possible formative assessment of prework
completion/understanding
 Module Structure
• Review of prework
– TBL session, clicker questions integrated into a
large group session
• Break into smaller groups for ultrasound
component
– Scanning session or demonstration by faculty or
simulation session
– Approach implemented determines students’ skill
acquisition
 Apical 4
Chamber
LV, RV,
Tricuspid
mitral valve
Valve,
RA
LA

Parasternal Aortic Parasternal

Valve
Long Axis Short Axis
Aorta Pulmonic Valve,
RVOT (sometimes)
 Assessment of Students
• Computer module to test students’ ability to
properly identify probe placement and/or 3
dimensional plane of echo images.
• Case vignette to ask students which cardiac
view would be appropriate to evaluate
necessary structures.
Sample Student Assessment (MS 1)
• 35 year old woman with mitral valve prolapse
• Which cardiac ultrasound view(s) is/are most
appropriate to visualize the pathologic
structure(s)? Explain your reasoning.
Sample Student Assessment (MS 2)
• 35 year old woman presents to the ER with
atypical chest pain and shortness of breath.
She is found to have a murmur and click on
cardiac auscultation. (could also give
presentation and have students listen to the
heart sounds with headphones and identify the
murmur and click themselves).
• Which cardiac ultrasound view(s) is/are most
appropriate to visualize the pathologic
structure(s)? Explain your reasoning.