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. 2024 May 27;50(2):e20230382.
doi: 10.36416/1806-3756/e20230382. eCollection 2024.

Lung ultrasound teaching in medical education: a pilot study at a Brazilian medical school

Gabrielle Turnes Pereira Demetrio  1   2 , Ana Cristina Burigo Grumann  3 , Mariângela Pimentel Pincelli  1 , Leonardo Jonck Staub  1
Affiliations

Lung ultrasound teaching in medical education: a pilot study at a Brazilian medical school

Gabrielle Turnes Pereira Demetrio et al. J Bras Pneumol. .

Abstract

Objective: To evaluate cognitive learning, ability to perform and interpret lung ultrasound exams, and self-perception of learning among medical students after a short pedagogical intervention at a medical school in Brazil.

Methods: An experimental pilot study was conducted with medical students at different stages of their education (basic cycle, clinical cycle, and medical internship). The participants underwent a cognitive test before and after the intervention, a practical test, a test to recognize lung ultrasound pathologies, and a qualitative evaluation test at the end of the intervention. Statistical analysis was performed using a significance level of p < 0.05.

Results: A total of 42 students were included in the study, with a median age of 23 years and a predominance of males. The mean score of the pre-intervention cognitive test was 2.97 ± 0.87, and that of the post-intervention test was 6.57 ± 1.41, showing significant improvement (p < 0.001). The score of the practical test and that of the recognition of pathologies test also showed significant improvement after the intervention. There was no significant difference in execution time between the groups. Students in the clinical cycle had a better self-perception of learning.

Conclusions: Theoretical teaching and practical training of lung ultrasound in a short pedagogical intervention can improve cognitive performance, practical skills, and interpretation of the exam. The level of learning achievement was higher among more advanced students in medical education. Additionally, the students in the clinical cycle had a better perception of their learning.

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Conflict of interest statement

CONFLICTS OF INTEREST: None declared.

Figures

Figure 1
Figure 1. Study design showing the timeline of the study with chronological orientation of the four meetings and moments of application of Tests 1, 2, 3 and 4.
Figure 2
Figure 2. Mean pre- and post-intervention scores in Test 1 (cognitive test) in the sample as a whole and by group.
Figure 3
Figure 3. Median of Score 3 and Score 4 in the sample as a whole and by group.; Score 3: score from the practical performance test; and Score 4: score from the recognizing ultrasound patterns test.
See this image and copyright information in PMC

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