TY - JOUR

T1 - Managing Incidental Findings Reported by Medical, Sonography and Other Students Performing Educational Ultrasound Examinations

AU - Dietrich, Christoph F.

AU - Fraser, Alan G.

AU - Dong, Yi

AU - Guth, Sabine

AU - Hari, Roman

AU - Hoffmann, Beatrice

AU - Prosch, Helmut

AU - Walter, Robin

AU - Abramowicz, Jacques S.

AU - Nolsøe, Christian Pállson

AU - Blaivas, Michael

N1 - Publisher Copyright: © 2021 World Federation for Ultrasound in Medicine & Biology

PY - 2022

Y1 - 2022

N2 - The evolution of ultrasound imaging into a key technology for diagnostic practice has resulted in its incorporation into the education of medical students worldwide. Although the introduction of ultrasound into medical schools’ curricula is relatively recent, training of sonographers and other ultrasound users is mature. Ultrasound is being used in a variety of learning environments and clinical settings, from courses in anatomy and physiology to clinical rotations where medical and other students may scan healthy volunteers or patients, sometimes with little to no supervision. Educators may be apprehensive about a perceived high likelihood that students will encounter unexpected findings during these sessions, which could distress the patient or ultrasound model as well as the student, and result in problems that would be more pronounced if such incidental findings are complex. Policies are needed to address how to manage incidental ultrasound findings that are identified during educational activities. This article summarizes the background and provides a framework for establishing and implementing a well-designed and thoughtful approach for dealing with incidental findings observed in volunteer subjects by medical students during training courses in ultrasound diagnostic scanning. Subject confidentiality should be respected, and review of incidental findings should be transparent without provoking unnecessary anxiety. It is the responsibility of the instructor or supervisor to ensure adequate clinical follow-up if indicated.

AB - The evolution of ultrasound imaging into a key technology for diagnostic practice has resulted in its incorporation into the education of medical students worldwide. Although the introduction of ultrasound into medical schools’ curricula is relatively recent, training of sonographers and other ultrasound users is mature. Ultrasound is being used in a variety of learning environments and clinical settings, from courses in anatomy and physiology to clinical rotations where medical and other students may scan healthy volunteers or patients, sometimes with little to no supervision. Educators may be apprehensive about a perceived high likelihood that students will encounter unexpected findings during these sessions, which could distress the patient or ultrasound model as well as the student, and result in problems that would be more pronounced if such incidental findings are complex. Policies are needed to address how to manage incidental ultrasound findings that are identified during educational activities. This article summarizes the background and provides a framework for establishing and implementing a well-designed and thoughtful approach for dealing with incidental findings observed in volunteer subjects by medical students during training courses in ultrasound diagnostic scanning. Subject confidentiality should be respected, and review of incidental findings should be transparent without provoking unnecessary anxiety. It is the responsibility of the instructor or supervisor to ensure adequate clinical follow-up if indicated.

KW - Anxiety

KW - Education

KW - Kidney

KW - Liver

KW - Point of care

KW - Prevalence

KW - Student

KW - Ultrasonography

U2 - 10.1016/j.ultrasmedbio.2021.09.015

DO - 10.1016/j.ultrasmedbio.2021.09.015

M3 - Review

C2 - 34756465

AN - SCOPUS:85118361820

VL - 48

SP - 180

EP - 187

JO - Ultrasound in Medicine & Biology

JF - Ultrasound in Medicine & Biology

SN - 0301-5629

IS - 2

ER -