Presented By: Matthew Kang, Boston University Chobanian & Avedisian School of Medicine
Co-Authors: Michelle Cheng, Boston University Chobanian & Avedisian School of Medicine
Rutvin Kyada, Boston University Chobanian & Avedisian School of Medicine
Martin Liberman, 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 musculoskeletal (MSK) system often poses a learning challenge for medical students, particularly in integrating gross anatomy with mechanical function and clinical pathologies. The Ultrasound is for Everyone (USIFE) elective at Boston University Chobanian & Avedisian School of Medicine designed Self-Learning Guides (SLGs) to help bridge this gap, allowing students to independently learn relevant MSK anatomy before applying their knowledge in guided ultrasound (US) practice sessions. This study evaluates the efficacy of these SLGs. 

Methods 
Three SLGs were written providing introductory lessons on MSK ultrasound for upper extremities, lower extremities, and the femoral triangle. They integrated overarching US imaging concepts with step-by-step guidance on machine operation, probe placement, and image interpretation with accompanying visual aids. The SLGs were offered to 110 first (M1) and second (M2) year students for review prior to in-person sessions wherein they practiced MSK imaging firsthand. The utility of the SLGs was assessed through narrative inquiry of students' learning experiences, focusing on the guides' ease of use and effectiveness in facilitating conceptual understanding & practical skills. 

Results 
The SLGs were met with positive reception amongst 33 students who participated in the research. Compared to traditional lecture-based approaches, students appreciated the autonomy offered by SLGs which allowed them to approach new information at their own pace. Students highlighted the guides' utility in building a conceptual framework that tied clinical imaging concepts together with high-yield MSK anatomy, improving knowledge retention and proficiency during subsequent application sessions. This approach simultaneously bolstered students' confidence in MSK anatomy and point-of-care ultrasound techniques. 

Conclusions 
Introducing SLGs for MSK ultrasound education provided a meaningful adjunct to traditional teaching methods. This approach, emphasizing independent knowledge acquisition followed by guided practical application, shows potential in enhancing anatomy and ultrasound proficiency amongst M1 and M2 students as they prepare to translate their didactic learning into direct clinical practice.