International consensus conference recommendations on ultrasound education for undergraduate medical students
Richard Hoppmann, Jeanette Mladenovic, Lawrence A. Melniker, Radu Badea, Michael Blaivas, Miguel Montórfano, Alfred Abuhamad, Vicki E. Noble, Arif Hussain, Gregor Prosen, Tomás Villén, Gabriele Via, Ramon Nogué, Craig Goodmurphy, Marcus Gomes Bastos, G. Stephen Nace, Giovanni Volpicelli, Richard J. Wakefield, Steve Wilson, Anjali Bhagra, Jong-Yeol Kim, David P. Bahner, Chris Fox, Ruth Riley, Peter Steinmetz, Bret P. Nelson, John S. Pellerito, Levon N. Nazarian, L. Britt Wilson, Irene Ma, David Amponsah, Keith Barron, Renee K. Dversdal, Mike Wagner, Anthony J. Dean, David M. Tierney, James W. Tsung, Paula Nocera, José Muniz Pazeli, Rachel Liu, Susanna Price, Luca Neri, Barbara Piccirillo, Adi Osman, Vaughan Lee, Nitha Naqvi, Tomislav Pétrovic, Paul Bornemann, Maxime Valois, Jean-Francoise Lanctot, Robert I. Haddad, Deepak Govil, Laura A. Hurtado, Vi Am Dinh, Robert M. DePhilip, Beatrice Hoffmann, Resa E. Lewiss, Nayana Parange, Akira Nishisaki, Stephanie J. Doniger, Paul Dallas, Kevin Bergman, J. Oscar Barahona, Ximena Wortsman, R. Stephen Smith, Craig Sisson, James Palma, Mike Mallin, Liju Ahmed, Mustafa Hassan
Abstract
OBJECTIVES: The purpose of this study is to provide expert consensus recommendations to establish a global ultrasound curriculum for undergraduate medical students. METHODS: 64 multi-disciplinary ultrasound experts from 16 countries, 50 multi-disciplinary ultrasound consultants, and 21 medical students and residents contributed to these recommendations. A modified Delphi consensus method was used that included a systematic literature search, evaluation of the quality of literature by the GRADE system, and the RAND appropriateness method for panel judgment and consensus decisions. The process included four in-person international discussion sessions and two rounds of online voting. RESULTS: A total of 332 consensus conference statements in four curricular domains were considered: (1) curricular scope (4 statements), (2) curricular rationale (10 statements), (3) curricular characteristics (14 statements), and (4) curricular content (304 statements). Of these 332 statements, 145 were recommended, 126 were strongly recommended, and 61 were not recommended. Important aspects of an undergraduate ultrasound curriculum identified include curricular integration across the basic and clinical sciences and a competency and entrustable professional activity-based model. The curriculum should form the foundation of a life-long continuum of ultrasound education that prepares students for advanced training and patient care. In addition, the curriculum should complement and support the medical school curriculum as a whole with enhanced understanding of anatomy, physiology, pathophysiological processes and clinical practice without displacing other important undergraduate learning. The content of the curriculum should be appropriate for the medical student level of training, evidence and expert opinion based, and include ongoing collaborative research and development to ensure optimum educational value and patient care. CONCLUSIONS: The international consensus conference has provided the first comprehensive document of recommendations for a basic ultrasound curriculum. The document reflects the opinion of a diverse and representative group of international expert ultrasound practitioners, educators, and learners. These recommendations can standardize undergraduate medical student ultrasound education while serving as a basis for additional research in medical education and the application of ultrasound in clinical practice.