Concerning the Use of Doppler and 3-D Ultrasound in the Teaching of Gross Anatomy in a New Curriculum Featuring the Use of Clinical Presentation Schemes

Abstract

Abstract Although gross anatomical instruction has always been considered a foundation for medical education and practice, curricular changes have altered the manner in which it is taught. The integration of basic biomedical sciences began with the case-western reserve curriculum. Under the leadership of Dr. Henry Mandin, the University of Calgary School of Medicine developed a program of medical instruction based on 120 clinical presentation schemes. The Paul L Foster School of Medicine is currently using this approach in teaching its first class of freshman medical students. Three-dimensional ultrasound and the other visual modalities—radiography, computerized tomography (CT) and magnetic resonance imaging (MRI)—have greatly increased our ability to visualize anatomical structures. Three-dimensional ultrasound has great potential for use in the curriculum at Paul L Foster School of Medicine. For example, it can help the student differentiate between the varieties of pelvic mass, which can be subdivided into ovarian, tubal, and uterine causes. This paper demonstrates the ways that Doppler threedimensional ultrasound can help the student differentiate between these anatomical diagnoses. Coupling ultrasound with the histopathologic study of various lesions can provide a powerful visual learning tool that mimics the use of these techniques in a clinical setting.