Presented By: Martin Liberman, Boston University Chobanian & Avedisian School of Medicine
Co-Authors: Michelle Cheng, Boston University Chobanian & Avedisian School of Medicine
Matthew Kang, Boston University Chobanian & Avedisian School of Medicine
Rutvin Kyada, Boston University Chobanian & Avedisian School of Medicine
Luke Scheuer, Boston University Chobanian & Avedisian School of Medicine
Kitt Shaffer, Boston University Chobanian & Avedisian School of Medicine
Jonathan Wisco, Boston University Chobanian & Avedisian School of Medicine

Purpose 
The Ultrasound is for Everyone (USIFE) elective at Boston University Chobanian & Avedisian School of Medicine was previously taught using the Zoom lecture approach followed by a brief practical session. We developed a new system of deploying content through self learning guides (SLGs) to improve the learning experience of medical students and give them more autonomy over how and when to learn the material. 

Methods 
The SLGs were developed to be used independently or be supplemental to in-class lectures. The SLGs consisted of background science behind US, detailed instructions on which probe to use and how to place each for a study, and how to operate the machine. US images, probe placement diagrams, and video links were included with instructional text. The SLGs aimed to teach specific ultrasound techniques: cardiac, abdominal, FAST exam, eye, and thyroid. We performed a narrative inquiry of student comments regarding content and format of the SLGs and on the overall USIFE curriculum. 

Results  
In previous years, students stated they felt limited to learning the content during the scheduled lecture time and subsequent practice sessions. In this past year, 110 students received these guides. After incorporating SLGs, 33 students who participated in the research expressed increased flexibility to learn the material on their own schedule and then practice with the instructors during multiple practice sessions, allowing for higher retention of the material and improved application of clinical skills. Students noted that the SLGs effectively broke down the complexities of ultrasound, providing a clear understanding of various structures and enhancing their overall learning experience. 

Conclusion 
Using SLGs to teach ultrasound in a flipped classroom model greatly improved the USIFE learning experience. SLGs should be highly considered in other institutions for teaching ultrasound as it provides medical students with greater autonomy and better understanding of the material.