Point-of care ultrasound in undergraduate medical education: a survey of University of British Columbia medical student attitudes
Bibliographic record
Abstract
Objectives: Ultrasound is a low cost, rapid, and safe imaging modality with expanding roles across many specialties. Integration of ultrasound into undergraduate medical education is concomitantly becoming more common, particularly to enhance regional anatomy and as an extension of the physical examination. In this study, medical students were surveyed after attending a hands-on ultrasound symposium to investigate their views on ultrasound in undergraduate medical education. Methods: We surveyed 59 University of British Columbia (UBC) medical students after attending a 4-hour ultrasound symposium. A likert scale was used to query students on perceived comfort with ultrasound before and after the symposium, the effect of ultrasound on anatomical knowledge of the scanned areas, and opinions on ultrasound training in undergraduate medical education. Results: Students indicated that attending the symposium significantly improved their comfort with obtaining basic abdominal, vascular, pleural, and cardiac ultrasound images. As well, anatomical knowledge of the scanned areas was significantly improved. Collectively, students appear to strongly support the integration of ultrasound into their medical undergraduate education. Conclusions: Ultrasound appears to be a potentially valuable medical undergraduate learning resource, and UBC medical students would support integrating ultrasound into all years of their undergraduate medical training.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.049 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.004 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.012 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".