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A framework for guiding the learning of ultrasound scanning

Crofts, GS

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Authors

GS Crofts



Abstract

Ultrasound scanning is provided by a range of health professionals who need to be trained to a proficient level. In respect of education and training in ultrasound scanning, little attention has been given to how scanning skills are acquired and what assists and hinders the learning process. This study aims to develop a framework for guiding learning in ultrasound scanning. Overt participant observation and semi-structured interviews generated data on four learners undertaking a 12-month postgraduate ultrasound programme. Narrative analysis of the interview data was used to reveal dominant themes related to stages in learning to scan. Dominant themes associated with learning to scan were; communication with the patient, navigation skills, image interpretation skills, observation of practice, feedback on performance, random practise. Detailed interpretation of the themes through narrative analysis provided characteristics of learning for each stage of a four staged process. This study provides an insight into the key features of scan performance and how scanning skills are acquired over a four staged approach. These themes and characteristics are presented in a framework for guiding learning in ultrasound scanning.

Citation

Crofts, G. (2015). A framework for guiding the learning of ultrasound scanning. Ultrasound, 23(1), 6-10. https://doi.org/10.1177/1742271x14562228

Journal Article Type Article
Publication Date Feb 1, 2015
Deposit Date Apr 2, 2015
Publicly Available Date May 3, 2023
Journal Ultrasound
Print ISSN 1742-271X
Electronic ISSN 1743-1344
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 23
Issue 1
Pages 6-10
DOI https://doi.org/10.1177/1742271x14562228
Publisher URL http://dx.doi.org/10.1177/1742271x14562228
Related Public URLs http://www.uk.sagepub.com/journals/Journal202202

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