Abstract
Information characterizing a standardized breast ultrasound curriculum in medical education is lacking, and due to the sensitive nature of this imaging, medical schools encounter difficulties in obtaining standardized patients for practicing these skills. Therefore, a supplemental, cadaver-based, point-of-care ultrasound (POCUS) module was created to introduce preclinical medical students to breast anatomy and pathology (IRB #1950978). Participants (n = 104) completed a 16-item, pre-instruction assessment followed by an online breast ultrasound module. After, participants completed a 60-min, in-person training session using donor models to examine (1) normal breast tissue, (2) fluid-filled cysts, (3) benign and malignant solid lesions, and (4) breast implants; a 19-item, post-instruction assessment was completed. Comparison of mean scores from the multiple choice, knowledge-based items in the pre- and post-assessments demonstrated improvement in knowledge gained (pre, 5.08; post, 7.78) (p = 0.001); Cronbach's alpha, pre, 0.199 vs. post, 0.596. Participant perceptions were evaluated using a Likert survey; participants noted strong agreement (77%) or agreement (17%) with the benefit of and strong agreement (32%) or agreement (55%) regarding confidence in performing breast ultrasound (Cronbach's alpha: pre, 0.705; post = 0.755). Analysis of open responses revealed five themes: positive feedback (74.5%), appreciation/thanks (35.3%), emphasis of hands-on learning (21.6%), desire for additional sessions (19.6%), and suggestions for improvement (17.6%). Positive results from the introduction of a cadaver-based breast ultrasound module early in medical students' careers show promise and should be a consideration when discussing its integration into preclinical curriculum. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s40670-024-02149-y.