Multiprofessional perceptions and attitudes toward integrating ultrasound into an undergraduate medical school curriculum
LE3 .A278 2023
Master of Education
Introduction: The expanding use of point-of-care ultrasound (POCUS) has prompted curriculum developers to consider how, when, and to what extent ultrasound should be integrated into undergraduate medical curricula. This study explored the attitudes, perceptions, and assumptions of medical professionals who might contribute to the ultrasound curriculum at Dalhousie University’s Faculty of Medicine in Halifax, Nova Scotia, Canada. Method: Drawing insight from case-study design, semi-structured interviews were conducted with 12 medical professionals. Thematic analysis was used for data analysis and interpretation. Results: Three themes emerged related to the blurring of professional boundaries, emotional responses to change, and key recommendations for curriculum developers. Conclusion: POCUS use in medical education and practice represents complex change compounded by evolving professional boundaries. Change can lead to acceptance or resistance by stakeholders. Key curricular components identified by participants correlate to aspects of curricular design frameworks and suggest using frameworks may facilitate successful curricular change.
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