American Institute of Ultrasound in Medicine <strong>Proceedings</strong> J Ultrasound Med 32(suppl):S1–S134, 2013was associated with a 39% increase in time to standing, a 13% decreasein distance walked in 6 minutes, and a 23% increase in time to walk 30 ft.These data suggest the relevance of ViSR ultrasound as a noninvasive biomarkerfor monitoring dystrophic muscle degeneration.Table 1. Serial ViSR and Physical Testing OutcomesViSR % Fat/NecrosisPhysical TestingTime toStanding 6-min 30-ftTime Point RF SART GAST (5×) Walk WalkBaseline 29.2 7.1 19.8 7.91 s 1488 ft, 4.19 s0 falls, 0 rests4-mo follow-up 40.6 6.7 21.1 10.96 s 1300 ft, 5.17 s1 fall, 0 rests1506729 Prostate Cancer Ultrasound–Magnetic Resonance ImagingFusion Cybernetic BiopsiesRobert Bard Biofoundation, New York, New York USAObjectives—To show that 3D ultrasound computer fusion withmagnetic resonance imaging (MRI) improves image cybernetic-guidedbiopsies of the prostate.Methods—Eleven patients with elevated prostate-specific antigenand abnormal sonographic and MRI findings were scanned with a cyberneticultrasound system that fused the image of the MRI onto thesonogram, creating a template for biopsy. Targeted biopsies were performedbased on image guidance. Twelve cores were obtained on each patient.Results—Gleason grade 3 (low grade): 72 of 87 cores werepositive for cancer. Gleason grade 4 (medium): 41 of 45 cores were positivefor cancerConclusions—Ultrasound-MRI computer image-guided fusionbiopsies improved cancer detection to 92% for Gleason 4 tumors and 81%for Gleason 3 cancers.Education and TrainingModerator: James Pennington, RDMS1540985 Enhancing Ultrasound Education Through VolunteerParticipation in Cardiac ScreeningMason Shieh,* Suzanne Klaus, Carter English, Stacy Hata,Bassil Aish, Uthara Mohan, J. Christian Fox University ofCalifornia, Irvine, Yorba Linda, California USAObjectives—To develop medical student sonography skillsthrough volunteer involvement in cardiac screening on local athletes forhypertrophic cardiomyopathy (HCM).Methods—University of California, Irvine, medical studentswere recruited and trained to obtain cardiac ultrasound images to detectHCM in local high school athletes. HCM ultrasound training involvedwatching an instructional video and up to 2 hours of supervised hands-onultrasound use. Students had unlimited access to an ultrasound machine fornonsupervised practice.Ten Orange County, California, high schools and junior collegeshosted the ultrasound cardiac screening team of 5 to 12 medical studentsand 1 to 3 supervising physicians as part of student athlete physicalevents. An average of 150 student athletes were scanned during each 4-hour screening. For each athlete, a medical student obtained 2-secondvideo clips of parasternal long and parasternal short cardiac views. Fromthe parasternal short view, apical to the mitral valve, the muscular ventricularseptum and the left ventricular wall were monitored in motionmode (M-mode) and were measured in systole and diastole on a still M-mode image. The recorded ultrasound videos and images were reviewedby a pediatric cardiologist after the screening. Medical students were askedto complete a brief survey about their participation.Results—Twenty-five medical student volunteers and 5 physiciansobtained cardiac ultrasound data for more than 1500 young athletesin Orange County over a 4-month period. The incidence of findings ispending final review by the research team pediatric cardiologist, who determined67% to 74% of student-performed cardiac scans adequate forHCM assessment. Students reported increased confidence in obtainingspecific cardiac views quickly, using extensive features of the ultrasoundmachine, and teaching the screening process to other students.Conclusions—Student participation in public ultrasound screeningprovides a public service and enhances student skills and confidence.1536499 State of Ultrasound Education: A National Survey ofMedical SchoolsDavid Bahner, 1 * Nelson Royall, 2,3 David Way, 1 Claudia Ranninger,4 Ellen Goldman, 5 Yiju Liu 4 1 Emergency Medicine,Ohio State University College of Medicine, Columbus, OhioUSA; 2 Surgery, Orlando Health, Orlando, Florida USA; 3 Collegeof Medicine, University of Central Florida, Orlando,Florida USA; 4 Emergency Medicine, George WashingtonUniversity Medical Center, Washington, DC USA; 5 Human andOrganizational Learning, George Washington University,Washington, DC USAObjectives—Ultrasound education is rapidly becoming a componentof the curricula at medical schools across the United States. Theteaching of focused ultrasound at earlier levels of training seems to be abyproduct of increased use of ultrasound in patient care. Early efforts tointroduce ultrasound training in the undergraduate medical education(UGME) curricula have ranged from short workshops to full vertical integration.The purpose of this study was to profile the current landscapeof ultrasound education in US medical schools.Methods—We developed a 9-item survey provided to the 135Liaison Committee on Medical Education–accredited US medical schools.Curriculum deans were asked to report how, when, and for what purposeultrasonography was taught to students. Additional items asked for opinionsabout how and when ultrasonography should be taught and aboutbarriers to its inclusion in the UGME curriculum.Results—We received 82 surveys for a response rate of 61%.While a majority (62%) of respondents reported that ultrasound is taughtat their medical school, only 16% reported it as a priority. More schoolsteach ultrasound at the clinical (56.1%) rather than preclinical (47.6%)level of training. More than half (52.4%) teach ultrasound at more than 1level. The primary purpose for ultrasound at the preclinical level was as atool for teaching science (57.3%). The primary purpose for ultrasound atthe clinical level was to teach scan interpretation (45.1%). Seventy-ninepercent of the respondents believe that ultrasound training should be integratedinto existing UGME curricula.Conclusions—Focused ultrasound education is becoming moreprevalent in US medical schools. We found that most schools have integratedultrasound education into their UGME curricula. Despite generalacceptance of the benefits of focused ultrasonography, further efforts to definethe scope and sequence of teaching ultrasound at the UGME level arenecessary.S63
American Institute of Ultrasound in Medicine <strong>Proceedings</strong> J Ultrasound Med 32(suppl):S1–S134, 20131443469 Role of Spatial Ability as a Possible Ability Determinant inSkill Acquisition for Sonographic ScanningDouglas Clem, 1 * Brad Curs, 2 Joe Donaldson, 2 SharletteAnderson, 1 Moses Hdeib 1 1 Cardiopulmomnary and DiagnosticSciences, 2 Educational Leadership and Policy Analysis,University of Missouri, Columbia, Missouri USAObjectives—Spatial ability refers to an individual’s capacity tovisualize and mentally manipulate 3D objects. Since sonographers manuallymanipulate 2D and 3D sonographic images to generate renderingsof anatomic structures, it can be assumed that spatial ability is an abilitydeterminant for understanding and producing these medical images. UsingAckerman’s theory of ability determinants of skilled performance as aconceptual framework, this study explored the relationship of spatial abilityand learning sonographic scanning.Methods—Beginning sonography students from 3 differenttypes of educational institutions were administered a spatial abilities testprior to their initial scanning lab coursework. The students’ spatial testscores were compared with their scanning competency performance scoresafter the first scanning competency test and then to the overall average ofthe competency scores for the 2 semesters. The spatial ability test wasagain administered after the 2-semester learning period to see if the students’spatial ability had increased. Additionally, the role of spatial abilityand student retention was explored.Results—A significant relationship between the students’ spatialability test scores and their scanning performance scores was foundafter the first scanning competency (r = 9.46; P
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