February 19th, 2020

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Fetal Ultrasound Interpretation Using a Flipped Learning Approach During an Introductory Obstetrics Clerkship
Authors:  William F. Rayburn, M.D., M.B.A., Gary A. Smith, Ph.D., and Nathan Blue, M.D.
  OBJECTIVE: To determine whether medical students valued interpretation of fetal ultrasound images with required preparation as an adjunct to observing alone at an ultrasound clinic.

STUDY DESIGN: The prospective study involved third-year medical students during their introductory clerkship. Students reviewed a short article and presentation prior to a small-group session to interpret authentic fetal ultrasounds with a faculty member. Students observed image acquisition in an ultrasound clinic either before or after the session. Learner evaluation occurred immediately and using a mandatory, anonymous survey at the clerkship end (1=strongly disagree, 5=strongly disagree).

RESULTS: A total of 114 consecutive students attended both the small-group session and observational clinic. Neither students nor faculty members perceived time requirements for presession preparation as restrictive. Students rated the interpretation session to be valuable (score: 4.4±0.3, mean±standard deviation) and improved their self-perceived knowledge as compared to attendance at the clinic alone (score: 4.6±0.2). Nearly all preferred the interpretation session occur before the clinic (score: 4.5±0.3).

CONCLUSION: Preparation for and attendance in a small-group session where students learned foundations of interpreting authentic fetal ultrasound images improved their self-perceived knowledge as compared to only observing at ultrasound clinics.
Keywords:  active learning; authentic; case-based learning; fetal; flipped classroom; flipped learning; interpreting ultrasounds; medical student; problem-based learning; self-knowledge; student perceptions; team-based learning; ultrasonography; undergraduate medical education
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