Pediatric Sonography Syllabus for 2016-2017
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Course

DMSO-1391-001 Pediatric Sonography

Prerequisites

Course Description

Normal and pathological pediatric abdominal and pelvic structures as related to scanning techniques, patient history, transducer selection and scanning protocols.

Student Resources Student Resources Website

Department Expectations

Occupational License Disclaimer

Hours

(3 sem hrs; 3 lec)

Class Type

On Campus Course

Syllabus Information

Textbooks

Textbook of Diagnostic Sonography Vol I and II, 7th edition

Textbook of Diagnostic Sonography Workbook, 7th edition

Sandra L. Hagen-Ansert

Elsevier Publishing

Ultrasound Scanning Principles and Protocol, 3rd edition

Betty Bates Tempkin

Elsevier Publishing

Supplies

Textbooks, pen/pencil

Student Performance

Course Title:	Special Topic-Pediatric Sonography
Course Level:	Introductory

Course Description: Normal and pathological abdominal, pelvic and neurologic structures as related to scanning techniques, patient history and laboratory data, transducer selection, and scanning protocols.

End-of-Course Outcomes: Identify the sonographic appearance of normal and abnormal abdominal, pelvic and neurological structures; identify appropriate scanning techniques using standard protocol guidelines; and evaluate patient history and laboratory data as it relates to sonography.

CEU Rubric:

 

Course Reference(s):

 

Year:

2011

WECM Appendix

CIP	Rubric	Number	Course Name	Semester Credit Hrs	Min Cont Hrs	Max Cont Hrs
51.0910	DMSO	1391	Special Topics-Pediatric Sonography	3

 

 

 

NEONATAL AND PEDIATRICS

NEONATAL ECHOENCEPHALOGRAPHY

Objectives

• Recognize normal neuroanatomy as it pertains to ultrasound examination of the neonate
• Describe the ultrasound protocols for the neonate in the coronal, sagittal and axial planes
• Discuss the sonographic findings in the neonatal brain imaging

Outline

Embryology of Brain

The Forebrain

The Midbrain

The Hindbrain

Anatomy of Neonatal Brain

Fontanelle

Meninges

Ventricular System

Cisterns

Cerebrum

Basal Ganglia

Brain Stem

Cerebellum

Cerebrovascular System

Sonographic Evaluation of the Neonatal Brain

Neonatal Head Examination Protocol

Coronal and Modified Coronal Planes

Modified Coronal Studies of the Ventricles and Posterior Fossa

Coronal Studies through the Posterior Fontanelle

Sagittal Plane

Parasagittal Studies

Developmental Problems of the Brain

Neural Tube Defects

Arnold-Chiari malformations and Sonographic findings

Agenesis of Corpus Callosum and Sonographic findings

Dandy-Walker Malformation and Sonographic findings

Disorders of Diverticulation and Cleavage

Holoprosencephaly

Alobar Holoprosencephaly

Semilobar Holoprosencephaly

Lobar Holoprosencephaly

Ischemic Lesions and Sonographic findings

Destructive Lesions

Porencephalic Cyst and Sonographic findings

Hydranencephaly and Sonographic findings

Hydrocephalus

Congenital Hydrocephalus and Sonographic findings

Obstructive Hydrocephalus and Sonographic findings

Communicating Hydrocephalus and Sonographic findings

Cystic Lesions

Subarachnoid Cysts and Sonographic findings

Choroid Plexus Cysts vs Subependymal Cysts and Sonographic findings

Galenic Venous Malformations and Sonographic findings

Sonographic Evaluation of Neonatal Brain Lesions

Hemorrhagic Pathology

Subependymal-Intraventricular hemorrhages and sonographic findings

Intraparenchymal Hemorrhages and Sonographic findings

Intracerebellar Hemorrhages and Sonographic findings

Epidural Hemorrhages and Subdural Collection and Sonographic findings

Ischemic-Hypoxic Lesions and Sonographic findings

Periventricular Leukomalacia or Multifocal White Matter Necrosis and Sonographic findings

Focal Brain Necrosis and Sonographic findings

Extracorporeal Membrane Oxygenation (ECMO)

Brain Infections

Ventriculitis and Sonographic findings

Ependymitis

 

THE PEDIATRIC ABDOMEN: JAUNDICE AND COMMON SURGICAL CONDITIONS

Objectives

• List the causes of jaundice in the neonate and pediatric patient
• Distinguish obstructive from nonobstructive jaundice
• List the common primary hepatic tumors in children
• Describe the sonographic appearance of the pathologic conditions in this chapter
• Name the sonographic and clinical findings for the pathologic conditions included in this chapter

Outline

Examination Preparation

Sonographic Evaluation of Neonatal/Pediatric Abdomen

Considerations

Prep

Normal sonographic measurements

Pathology

Neonatal Jaundice and Causes

Neonatal Hepatitis and Sonographic findings

Biliary Atresia and Sonographic findings

Choledochal Cyst

Causes and Diagnosis of Pediatric Jaundice

Liver Tumors

Benign Liver Tumors

Hemangioma

Infantile Hemangioendothelioma and Sonographic findings

Mesenchymal Hamartoma

Adenoma

Malignant Liver Tumors

Hepatoblastoma and Sonographic findings

Hepatocellular Carcinoma

Common Surgical Conditions

Hypertrophic Pyloric Stenosis (HPS), measurements and Sonographic findings

Appendicitis and Sonographic findings

Intussusception and Sonographic findings

Other Surgical Conditions

 

NEONATAL AND PEDIATRIC KIDNEYS AND ADRENAL GLANDS

Objectives

• Discuss the sonographic approach to imaging neonatal/pediatric kidneys and adrenal glands
• Distinguish normal anatomy and sonographic findings from abnormal findings
• List and discuss the pathologic conditions covered in this chapter

Outline

Examination Preparation

Normal Anatomy and Sonographic Findings

Kidneys

Adrenal Glands

Bladder

Pathology of Renal and Adrenal Enlargement

Hydronephrosis

Ureteropelvic Junction Obstruction (UPJ) and Sonographic findings

Ureteral Obstruction

Bladder Outlet Obstruction and Sonographic findings

Ectopic Ureterocele and Sonographic findings

Prune Belly Syndrome and Sonographic findings

Renal Cystic Disease

Multicystic Dysplastic Kidney (MCDK) and Sonographic findings

Medullary Cystic Disease

Autosomal Recessive Polycystic Disease (ARPKD) and Sonographic findings

Autosomal Dominant Polycystic Kidney Disease (ADPKD) and Sonographic findings

Renal Cysts

Infection of Urinary Tract

Acute Pyelonephritis

Chronic Pyelonephritis

Renal Vein Thrombosis with Sonographic findings

Renal/Adrenal Tumors

Congenital Mesoblastic Nephroma and Sonographic findings

Nephroblastoma (Wilm's Tumor) and Sonographic findings

Neuroblastoma and Sonographic findings

Adrenal Hemorrhage and Sonographic findings

 

 

THE NEONATAL AND PEDIATRIC PELVIS

Embryology of the Female Genital Tract

Development of the Gonads

Development of the Ovaries

Development of the Genital Ducts

Development of the Female Genital Ducts

Development of External Genitalia

Normal Sonographic Appearance of the Pediatric Female Pelvis

Bladder

Uterus

Vagina

Ovary

Pathology of the Pediatric Genital System

Mullerian Anomalies Class I - Class VI

Ambiguous Genitalia and Sonographic findings

Precocious Puberty and Sonographic findings

Pathology of the Pediatric Ovary

Neonatal Ovarian  Cysts, complications and Sonographic findings.  Differential considerations

Ovarian Torsion and Sonographic findings

Ovarian Teratomas and Sonographic findings

The Scrotum

Prostate

Embryology of the Male Genital Tract

Normal Sonographic Appearance of the Scrotum

Congenital Abnormalities of the Scrotum

Scrotal Pathology

Acute Scrotal Pain

Testicular Torsion and Epididymitis

Scrotal Masses

 

THE NEONATAL HIP

Objectives

• Discuss anatomy  of the neonatal  hip
• Describe normal movements of the hip
• Describe sonographic evaluation of the neonatal hip, including technique and protocol
• Describe the normal sonographic appearance of the neonatal hip
• Describe the sonographic evaluation of the neonatal hip for developmental displacement of the hip
• Define the Barlow and Ortolani maneuvers
• Differentiate between subluxation of the hip and dislocation of the hip

Outline

Anatomy of the Hip

Bones and Joints

Femoral Artery

Sciatic Nerve

Fascia Lata

Muscles

Femoral Triangle

Gluteal Region

Hip Joint

Bones of the Hip Joint

Ligaments of the Hip Joint

Movements of the Hip

Sonographic Evaluation of the Hip

Sonographic Technique

Sonographic Protocol

Coronal/Neutral View

Coronal/Flexion View

Transverse/Flexion View

Transverse/Neutral View

Pathology of the Neonatal Hip

Dislocation of the Hip

Developmental Displacement of the Hip

Incidence of Developmental Displacement of the Hip

Causes of Developmental Displacement of the Hip

Physical Examination for Developmental Displacement of the Hip

Barlow Maneuver

Ortolani Maneuver

Sonographic Technique for Developmental Displacement of the Hip

Static Technique

Graf's Classification of Neonatal Hips

Dynamic Technique

Treatment of Developmental Displacement of the Hip

Screening

 

NEONATAL SPINE

Objectives

• Describe the sonographic technique to image the neonatal spinal column
• Describe the sonographic appearance of normal anatomy of the spinal cord, the dura, the nerve roots, and the cauda equina
• Describe how to determine the level of the lumbar vertebrae in the sonographic examination
• List the common pathologic conditions of the spinal cord and their sonographic appearances

Outline

Embryogenesis

Anatomy of the Vertebral Column and Spinal Cord

Vertebrae

Sacrum

Intervertebral Disks

Ligaments and Nerves

Spinal Cord

Roots of the Spinal Nerves

Meninges of the Spinal Cord

Sonographic Evaluation of the Neonatal Spinal Column

Sonographic Anatomy of the Spinal Canal

Level of the Conus Medullaris

Pathology of the Neonatal Spinal Column

Tethered Spinal Cord

Lipoma

Hydromyelia and Diastematomyelia

Cysts of the Spinal Cord

Myelomeningocele or Myeloschisis

Other Indications and Associations

 

 

 

 

 

 

 

 

 

 

 

 

Students Rights and Responsibilities

Student Rights and Responsibilities

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Expected Student Behavior

 

If a student has a concern with the course instructor, the following “due process” protocol will apply.  The student will follow the protocol steps in the order shown.

1.       Make every effort to resolve the concern directly with the course instructor. The instructor should be contacted by the student before the conclusion of the course.

2.       If the concern cannot be resolved to the satisfaction of the student after meeting with the course instructor, the student should seek satisfaction from the immediate supervisor of the instructor within one week of the student–instructor meeting.

3.       If the concern cannot be resolved to the satisfaction of the student after meeting with the immediate supervisor of the instructor, the student should seek satisfaction from the Allied Health Division chairperson within one week of the student–supervisor meeting.

4.       If the concern cannot be resolved to the satisfaction of the student after meeting with the Allied Health division chairperson, the student should seek satisfaction from Assistant Dean of Career Technical programs within one week of the student–division chairperson meeting.

5.       If the concern cannot be resolved to the satisfaction of the student after meeting with the assistant dean, the student should seek satisfaction from the Vice-President and Dean of Instruction within one week of the student–Assistant Dean meeting.

6.       If the concern cannot be resolved to the satisfaction of the student after meeting with the Vice-President and Dean of Instruction, the student should seek satisfaction from the college President within one week of the student–Vice-President meeting.

7.       If the concern cannot be resolved to the satisfaction of the student after meeting with the President, the student should seek satisfaction from the college Board of Regents at the next regular meeting of the Regents.  The decision of the Regents will be final.

COURSE ETHICS

Each student will be required to prepare written assignments and take written examinations as a part of this course.  Students should be absolutely aware of the instructor’s policies relative to the ethics regarding plagiarism and any other unethical student conduct that may occur relative to a scored activity.

PLAGIARISM is the theft of another person’s work or thinking.  Words as well as ideas are intellectual property and can be stolen from another person as easily as money or property.  As such, plagiarism can be a violation of criminal law. Copying the published work of another person is illegal without the express permission of that person (e.g. internet and journal articles). Portions of a published work may be quoted provided the quote is properly cited. Even in those cases where the law may not be technically violated, plagiarism is unethical.  Frankly, it is simply the wrong thing to do. In this course, it is also considered plagiarism to copy the work of another student. No studentmay COPY ANOTHER STUDENT’S WORK on any assignment for credit even if permission is given.

Unethical conduct during a quiz or examination is also simply the wrong thing to do. To say the least, for a student pursuing a health-related career, unethical conduct may be considered a reliable predictor of unacceptable job performance in the medical environment. If a student makes a choice to “cheat” on a test, will that student also make similar choices relative to accurate patient care? This instructor takes the position that a dishonest student in the classroom may indeed pose a threat to the safety of any patient who comes into contact with that student.  Healthcare employers take a similar position. The health care industry and Amarillo College will not tolerate this type of unprofessionalism.       

At Amarillo College, there are grave academic penalties for any unethical conduct on the part of any student. The policy and penalty for such conduct is provided in the “General Catalog” as follows:

“A high standard of conduct is expected of all students.  It is assumed that obedience to the law, respect for properly constituted authority, personal honor, integrity and common sense will guide the actions of each member of the college community both in and out of the classroom.  Any student who fails to perform according to expected standards may be disciplined.”

One should conclude from this statement that unethical course conduct is absolutely unacceptable by Amarillo College policy.  To be more specific, in this course, plagiarism, dishonesty, or any other unethical course conduct, is cause, at the minimum, for a final course grade of “F” regardless of other grades earned to-date in the course.  At the maximum, it may be cause to request the college administration to dismiss the student from the sonography program and Amarillo College.

WARNING!  This ethics policy is STRICTLY enforced!

This instructor practices zero-tolerance and “takes no prisoners” in any matter related to a course ethics violation.  A student should not risk earning a failing grade in this course, and possibly any future enrollment privileges at Amarillo College, as the result of any unethical behavior.

Grading Criteria

 

The course will consist of major examinations, several quizzes and homework assignments, a written project and a final comprehensive examination. 

The final course grade will be computed as follows:

1.       All major examination results (total points) will be averaged and the average will count 40% of the final course grade.

2.       All quizzes and any out-of-class assignments (total points) will be averaged and the average will count 20% of the final course grade.

3.       Written project will count 20% of the final course grade.

4.       The final course examination will be comprehensive (covers the entire course) and will count 20% of  the final course grade.

The following grade scale applies throughout this course:

A = 92 - 100

B = 83 - 91

C = 75 - 82

F = less than 75

               Note:  A grade of "D" is not possible in this course!

 

Decimal scores from all graded activities will be rounded as follows:

0.1 - 0.4            —         rounded down

0.5 - 0.9            —         rounded up

The final course average will be rounded in the same way.

If a student is absent on the day of a scheduled examination, quiz, or submission of an out-of-class assignment, the student may make-up the missed points as follows:

1.         The missed work must be completed by 3:00 pm on the next day following the absence.

2.         The missed work make-up score will be penalized 25% due to the absence.

On a rare occasion, a student may know in advance of an impending and UNAVOIDABLE absence.  If that absence is to occur on a day when a scored activity is to be taken, the student may petition the instructor, IN ADVANCE (1 week minimum) AND IN WRITING, for an “excused absence.”  Each excused absence request will be handled on an individual basis and the decision of the instructor will be final.  If approved by the instructor, an excused absence will not result in the loss of any points on the scored activity due to the absence.

Tutoring is available and mandatory for any assignment grade below 75%.

 

Attendance

Regular attendance is required to maintain an expectation of satisfactory progress (grade of ‘C’ or better) in this highly technical course. It is the responsibility of the student to be present in class each time it is scheduled to meet. Attendance will be recorded at each lecture.  Likewise, on-time arrival for class  is absolutely expected.

It is always the sole responsibility of the student who has been absent to complete any missed work in accordance with syllabus policies.

 

 

Calendar

Additional Information

 

Electronic devices which produce audible sounds must be silenced during all lecture presentations.  Also, text messaging during class and lab is absolutely prohibited

 

STUDY TIPS FOR ACADEMIC SUCCESS

This course is very technical and, as such, demands strong student study skills to complete the course satisfactorily. Sonography is NOT “rocket-science,” but it does require persistent and effective study to grasp and retain the information.The following study skill guidelines have been tested through many years, and when used consistently, have been proven to work. Of course, students have different learning styles. Therefore, all skills listed may not be appropriate for you. If you have already developed a study system that works, don’t change it!   If that is not the case, the you should give strong consideration to the adoption of one or more of these guidelines.

1.       Plan to study no less than two clock-hours each week for each hour of class time. If you are academically challenged you should spend even more time. Class time is used to collect notes — NOT to learn the greater part of the information.  Effective learning must continue to take place outside of the classroom.

2.       NEVER extend a study session beyond 30 minutes without taking a short break.  For most students, continuous studying without frequent short breaks generally serves little or no useful purpose. It is not usually possible for the average student to remain sufficiently focused beyond 30 minutes.

3.       During a study session, get active! Choose an area free of distractions and don’t get comfortable. Read your notes and the textbook out loud if the location permits. Using the additional sense of hearing further improves retention and learning.  Reading silently using only the sense of sight and limits learning ability. 

4.       Re-write your lecture notes within twelve hours. Notes taken during a lecture session must often be abbreviated to save time. This creates gaps in sentence and paragraph structure. Therefore, if a re-write does not occur relatively soon, gaps will be difficult to close later. Also, a re-write involves the sense of touch which improves retention and learning. When closing gaps, be sure to consult the textbook for additional information relative to the subject under study. A good dictionary can also be helpful.

5.       Study with a classmate when possible.  For most students, group study reinforces learning.

6.       NEVER “cram” for tests. Cramming may work, but any success is only temporary since this study technique involves short-term memory. Use of long-term memory is absolutely necessary to successfully complete any course which requires a comprehensive final examination and a program of study where an overall program exit comprehensive examination and certification examination is also required. Instead of relying on a “crisis approach” to learning, stay organized and review often.

7.       Ask questions during class sessions and/or visit with the course instructor outside of class to clarify information that may be difficult for you to grasp. If necessary, seek advice from the instructor for making improvements. However, seeking advice during the final couple of weeks of the course is probably too late!

8.       Avoid, at all cost, a pessimistic attitude. Instead, THINK POSITIVELY! A person in very likely to mentally move in the direction he or she thinks about most often. When a subject seems overwhelming, don’t panic!  When the brain is in “panic mode,” it cannot simultaneously be in an effective learning mode. If panic develops, STOP!  Re-evaluate your study skills and make immediate changes that can remove or reduce the difficulty. Chances are, the panic is the result of not enough time set aside to learn the information.

9.       Improve your self-confidence! An excellent online tool to help build self-confidence can be seen at …

                                                http://www.mindtools.com/selfconf.html