Teaching 3-dimensional fetal ultrasound: a randomized study

Abstract

Objective. Three-dimensional ultrasound has become an integral mode of fetal imaging. However, unclear but foundational concepts such as ‘rotational axes’ and ‘sectional planes’ are key to obtaining, manipulating, and understanding 3d volumes. This randomized study utilized ‘analogical transfer’, as a novel method of teaching three-dimensional ultrasound. We hypothesized that the cognitive processing of medical professionals dealing with medical imaging is less structure-based and more intuitive.

Methods. Ninety-four ultrasound education naïve subjects (50 conventional vs 44 experimental) were randomly assigned to using one of two teaching instruments to determine whether there was a difference in learning three-dimensional concepts. One instrument used the conventional approach (prose description of concepts) while the second teaching instrument used visual descriptors. Time to complete the instrument (self-learning + quiz) was recorded and quiz results were analyzed.

Results. One hundred potential subjects were offered participation and 94 accepted. The mean score (scale 0–8) using the analogical transfer approach was 5.32 ± 1.64 (n=44) and using the traditional approach was 3.42 ± 1.93 (n=50). Using an unpaired t-test, (α=0.05), the calculated p value was 0.0001 (95% CI 1.16–2.64).

Conclusions. Those subjects exposed to the analogical transfer method were more likely to better comprehend three-dimensional ultrasound concepts as represented by higher quiz scores.

Keywords:

• Ultrasound
• three-dimensional
• teaching
• fetal
• analogical transfer
• methodology

Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.