Enhancing Clinical Competency In Diagnostic Ultrasound through Haptic Simulation: A Case Study In Undergraduate Clinical Measurement Science Education
Abstract
Purpose
This study investigates the use of a haptic ultrasound simulator to support the development of core competencies—including image acquisition, interpretation, and equipment handling—among undergraduate students enrolled in a Clinical Measurement Health Science program. The goal was to evaluate improvements in theoretical knowledge, psychomotor skills, technical performance, and student confidence following the use of this simulation tool and experiential learning approach. While simulation has demonstrated efficacy in postgraduate radiology1-3 and clinical sonography training, its role in undergraduate health science education remains underexplored.
Methods
This was a prospective mixed-methods case study involving 32 second-year undergraduate students was conducted. Data were collected via pre- and post-training MCQ tests, a 3-d lesion detection task using a training simulator, direct observation of scanning technique, and post-session learner surveys. The study incorporated a high-fidelity anthropomorphic training simulator, to allow students undergo deliberate practice in a low stress environment and the cognitive load was reduced by having two students complete the scanning session. It was designed so that one student would scan to build up their psychomotor skills and the other would manipulate the ultrasound image acquisition controls to optimize image quality and reduce image artifacts. The pedagogical framework was based on Kolb’s experiential learning cycle and cognitive load theory.
Results
Students demonstrated statistically significant improvements in both knowledge (MCQ scores increased from 41% to 53%, p 4.4/5) indicated increased confidence and perceived value. However, 19% showed post-test knowledge declines, suggesting potential cognitive overload.
Conclusion
Haptic simulation supports psychomotor skill acquisition and cognitive integration in undergraduate diagnostic ultrasound imaging training. Instructional pacing and feedback strategies should be optimized to minimize overload and maximize learning retention.