Efectividad de los sistemas de formación multimedia para el aprendizaje de la exploración ecográfica abdominal en la especie canina

Abstract

The ultrasound main advantages are that it allows real time images capture and it does not involve ionizing radiation. On the other hand, one of the main disadvantages is the difficulty to interpret. We believe that the use of e-books, web-based-learning and Power PointTM video-presentations implemented with multimedia tools could shorten the learning curve of ultrasonography of Veterinary Medicine students. The aim of this work is to assess the effectiveness of the multimedia methods versus a traditional method, determining the assimilation of dog ultrasound scan protocol and the implementation of specific examination exercises on ex vivo ultrasound simulator. This study involved 70 Veterinary students who were divided into four groups of similar experience in ultrasound (groups A, B, C and D) and 20 veterinarians (groups E, expert in ultrasound, and F, inexpert). Each group of students performed a specific training on basic ultrasound and abdominal ultrasound examination in dogs with different tools. The training session was performed in Group A by means of a specific e-book for iPad®, in group B with a video-presentation Power point, in group C with a web-based-learning and in group D with a printed paper document. All tools presented similar educational contents. Student groups responded to a test about �Abdominal Ultrasound examination in dogs� before (pre-test) and after (post-test) the training session. On the other hand, the veterinarians groups did not performed the training sessions but completed the same test that students. Finally every participant executed a practical ultrasound scanning test on an ex vivo simulator. In the pre-test no significant differences were observed between groups. On the other hand, post-test showed a greater score in multimedia than traditional tools. Namely, Group C (8,69±1,63 ) presented a significantly greater score compared with groups A, B and D (A=7,64±2,04; B=7,83±1,97 and D=6,92±2,81, p< 0,003). Regarding the comparisons of student�s post-test with group E, no significant differences were observed between group C and group E. Moreover, no student�s group had similar results to group E in the scanning test. In conclusion, the use of multimedia tools seems to improve to a greater extent the short-term memory retention for learning of basic principles of ultrasound and abdominal examination protocol in dogs.