Evaluation of simulation-based ultrasound education using a bladder simulator for medical students in Japan: a prospective observational study

PURPOSE: This study aimed to investigate the usefulness of ultrasound education for medical students using a bladder simulator. METHODS: This prospective observational study included volunteer fifth- and sixth-year medical students. An intravesical urine volume measurement simulator and a pocket-sized hand-held ultrasound device were used. The ultrasound education comprised pre-learning, briefing, simulation, debriefing, and learning summary. The simulation consisted of two tests: bladder simulator cube evaluation and scenario-based clinical application. A self-rated confidence score of 0–10 points along with reasons for the scores was recorded before and after the ultrasound education. RESULTS: Twelve participants (median age, 23 years; female, 75%) met the inclusion criteria and were examined. Participants’ bladder simulator cube evaluation and scenario-based clinical application test results were good, and the educational difficulty level was appropriate. The mean confidence scores for main unit operation, probe control, image acquisition, image evaluation and clinical application before the ultrasound education were 1.0, 1.8, 1.3, 0.8 and 0.1 points, respectively. The mean confidence scores after the ultrasound education were 5.8, 5.9, 5.4, 5.5 and 5.1, respectively, with significant increases for all items (p < 0.01). The positive impression categories that affected confidence scores after ultrasound education were related to device operation, image acquisition, image evaluation, clinical application and learning. CONCLUSION: Ultrasound education using a bladder simulator increases confidence scores by imparting competencies related to device operation, image acquisition, image evaluation and clinical application, and it improves students’ learning impression. This is a useful method for introductory ultrasound education for medical students. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10396-022-01269-5.