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Test Number : ARDMS
Test Name : American Registry for Diagnostic Medical Sonography
Vendor Name : Medical
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ARDMS test Format | ARDMS Course Contents | ARDMS Course Outline | ARDMS test Syllabus | ARDMS test Objectives


Anatomy, Perfusion, and Function (30%)
Assess physical characteristics of anatomic structures
Assess perfusion and function of anatomic
structures

Pathology, Vascular Abnormalities, Trauma, and Postoperative Anatomy (42%)
Assess anatomic structures for pathology
Assess anatomic structures for vascular
abnormalities
Assess anatomic structures for trauma-related
abnormalities
Assess aspects related to postoperative anatomy

Abdominal Physics Apply concepts of equipment/image optimization
Apply concepts of imaging artifacts 8%

Clinical Care, Practice, and Quality Assurance (20%)
Incorporate clinical data with performed study
Incorporate clinical standard/guidelines with
performed study
Obtain accurate measurements
Assist/support during procedures

Anatomy, Perfusion, and Function
Knowledge and/or skill related to anatomy, perfusion,
and function
1.A. Assess physical characteristics of anatomic structures (normal anatomy, anatomic variants, congenital anomalies)
1.A.1. Biliary system Knowledge of normal anatomy, anatomic regions, and anatomic variants
Knowledge of sonographic appearance of anatomic structures
Ability to recognize and utilize anatomic landmarks in obtaining and documenting diagnostic images
Ability to recognize and apply proper scan technique in obtaining and documenting diagnostic images
1.A.2. Breast
1.A.3. Chest
1.A.4. Liver
1.A.5. Neck (including: thyroid, parathyroid, salivary glands, lymph nodes)
1.A.6. Pancreas
1.A.7. Penis
1.A.8. Peritoneal cavity (including: stomach, bowel, appendix)
Ability to recognize, evaluate and document congenital anomalies
1.A.9. Prostate
1.A.10. Retroperitoneum (including: great vessels & branches)
1.A.11. Scrotum
1.A.12. Spleen
1.A.13. Superficial structures (for example:abdominal wall & subcutaneous tissue)
1.A.14. Urinary system
1.B. Assess perfusion and function of anatomic structures
1.B.1. Biliary system Knowledge of normal vascular anatomy and hemodynamics
Ability to recognize appearance of normal vascular flow patterns
Ability to recognize and utilize anatomic landmarks in evaluating and documenting perfusion and function
Ability to recognize and apply proper scan technique in evaluating and documenting perfusion and function
1.B.2. Chest
1.B.3. Liver
1.B.4. Neck (including: thyroid, parathyroid, salivary glands, lymph nodes)
1.B.5. Penis
1.B.6. Peritoneal cavity (including: stomach, bowel, appendix)
1.B.7. Prostate
1.B.8. Retroperitoneum (including: great vessels & branches)
1.B.9. Scrotum
1.B.10. Spleen
1.B.11. Superficial structures (for example: abdominal wall & subcutaneous tissue)
1.B.12. Urinary system 2. Pathology, Vascular Abnormalities, Trauma, and Postoperative Anatomy
Knowledge and/or skill related to pathology, vascular abnormalities, trauma, and postoperative anatomy
2.A. Assess anatomic structures for pathology
2.A.1. Abdominal wall for hernia (for example: ventral, inguinal, incisional)
Knowledge of etiology/pathophysiology of abnormal perfusion and function
Ability to recognize ultrasound findings related to abnormalities of anatomy, perfusion, and function in obtaining and documenting diagnostic images
Ability to recognize and apply proper scan technique in evaluating and documenting pathology
Ability to recognize foreign bodies, infection, fluid, masses, etc.
Knowledge of hernia types and their sonographic appearance
2.A.2. Adrenal glands for masses, hemorrhage, etc.
2.A.3. Biliary system for infection, masses, metastatic disease, obstructions, etc.
2.A.4. Breast for infection, abscess, masses, etc.
2.A.5. Chest for fluid, masses, etc.
2.A.6. Gastrointestinal system for masses, obstruction, pyloric stenosis, intussusception, etc.
2.A.7. Joints for abnormalities (for example: fluid)
2.A.8. Liver for hepatitis, fatty infiltration, cirrhosis, neoplasm, abscess, cyst, etc.
2.A.9. Neck (including: thyroid, parathyroid, salivary glands, lymph nodes) for diffuse parenchymal disease, inflammation, masses, etc.
2.A.10. Pancreas for infection, masses, obstruction, etc.
2.A.11. Penis for abnormalities
2.A.12. Peritoneal cavity (including: stomach, bowel, appendix) for fluid
2.A.13. Popliteal fossa for abnormalities (for example: masses, fluid)
2.A.14. Prostate for parenchymal disease or masses (for example: benign prostatic hypertrophy)
2.A.15. Retroperitoneum (including: great vessels & branches) for fibrosis, lymphadenopathy, etc.
2.A.16. Scrotum for fluid, hernia, masses, infection, parenchymal disease, etc.
2.A.17. Spleen for splenomegaly, parenchymal changes, masses, etc.
2.A.18. Superficial structures (for example: abdominal wall, subcutaneous tissue)
for foreign bodies, infection, fluid, masses, etc.
2.A.19. Urinary system for masses, obstruction, parenchymal disease, infection, etc.
2.B. Assess anatomic structures for vascular abnormalities
2.B.1. Liver for Budd-Chiari syndrome, arteriovenous fistula, portal vein thrombosis, collateralization, etc.
Knowledge of anatomic and vascular changes associated with vascular abnormities
Knowledge of sonographic findings associated with vascular abnormalities
Ability to recognize and apply proper scan technique in evaluating and documenting vascular abnormalities
2.B.2. Retroperitoneum (including: great vessels and branches) for aneurysm, dissection, thrombus, etc.
2.B.3. Scrotum for torsion, varicocele, etc.
2.B.4. Spleen for infarction, hemangiomas, etc.
2.B.5. Urinary system for renal artery stenosis, arteriovenous fistulas, etc.
2.C. Assess anatomic structures for trauma-related abnormalities
2.C.1. Hepatic system Knowledge of sonographic appearance as a result of trauma
Ability to rapidly prioritize and evaluate sonographic findings due to trauma
Ability to perform focused assessment for free fluid following a traumatic event
Ability to recognize and apply proper scan technique in evaluating and documenting trauma
2.C.2. Penis
2.C.3. Scrotum
2.C.4. Spleen
2.C.5. Superficial structures (for example: abdominal wall, subcutaneous tissue)
2.C.6. Urinary system
2.C.7. Focused assessment for free fluid related to traumatic events
2.D. Assess aspects related to postoperative anatomy
2.D.1. Anatomy of transplanted organs Knowledge of hemodynamics of transplanted organs
Knowledge of common causes of transplant failure
Ability to recognize signs of rejection
Ability to adjust scan technique based on patient condition and surgical history
Ability to distinguish characteristics of common anastomosis sites
Ability to recognize fluid collections
Ability to interpret and integrate surgical history with sonographic findings
Knowledge of surgical procedures used in organ transplant
Knowledge of surgical zones of the neck
Ability to evaluate and document findings within surgical zones of the neck
Knowledge of patterns and sonographic appearance of disease recurrence
Ability to evaluate transjugular intrahepatic
portosystemic shunts (TIPS)
Ability to recognize and apply proper scan technique in evaluating and documenting postsurgical findings
2.D.2. Perfusion and function of transplanted organs
2.D.3. Complications related to organ transplants
2.D.4. Abnormalities in postsurgical anatomy
2.D.5. Abnormalities in postsurgical breast
2.D.6. Abnormalities (for example: recurrent disease, lymphadenopathy) in postsurgical neck
2.D.7. Implanted medical devices (for example: transjugular intrahepatic portosystemic shunt [TIPS])
3. Abdominal Physics Knowledge and/or skill related abdominal physics
3.A. Apply concepts of equipment/image optimization
3.A.1. Use appropriate transducer (for example: curvilinear, linear, phased array)
Ability to select the appropriate transducer and machine presets based on body habitus
Ability to use acoustic windows creatively to optimize visualization
Ability to adjust machine settings to maximize penetration while minimizing resolution loss
Knowledge of appropriate application of Doppler techniques
Ability to manipulate color, power, and pulsed wave settings to accurately display and measure blood flow
3.A.2. Use two-dimensional, real-time, grayscale imaging (for example: B-mode, compound, harmonic)
3.A.3. Use Doppler (for example: color, power, pulsed wave)
3.B. Apply concepts of imaging artifacts
3.B.1. Assess artifacts of gray-scale imaging (for example: shadowing, resonance, comet tail)
Ability to recognize artifacts and correlate them with anatomy and pathology
Ability to manipulate machine settings to enhance or
3.B.2. Assess artifacts of Doppler imaging minimize artifacts (for example: twinkle, spectral broadening)
4. Clinical Care, Practice, and Quality Assurance
Knowledge and/or skill related to clinical care, practice, and quality assurance
4.A. Incorporate clinical data with performed study
4.A.1. Assess indications for examination requested
Knowledge of appropriate indications and contraindications for a specific test and/or procedure
Knowledge of potential effects of patient medications on an test or procedure
Knowledge of lab values relevant to specific examinations
Ability to obtain and evaluate patient history relevant to the exam
Ability to assimilate patients signs and symptoms and modify the exam/or describe the findings
Ability to modify the test based on information from other modalities
Ability to localize pathology for sonographic correlation
Ability to modify the test based on real-time findings
Knowledge of modalities associated with the test being performed
Ability to utilize resources, such as physicians, literature, or peers
4.A.2. Assess relevant clinical lab values for examination being performed
4.A.3. Assess relevant family history and patient signs/symptoms for examination being performed
4.A.4. Correlate ultrasound findings with previous imaging results
4.A.5. Evaluate images from other imaging modalities (for example: computed tomography, magnetic resonance imaging, nuclear medicine, x-ray)
4.B. Incorporate clinical standard/guidelines with performed study
4.B.1. Communicate effectively with the patient, physician, and others, including communication of findings that require immediate action
Ability to communicate with patient in a professional and appropriate manner to effectively explain procedures, deal with inappropriate behavior, and engage patient cooperation
Ability to communicate using appropriate medical terminology
Ability to modify test preparation, patient position, and/or image acquisition based on patient condition and/or sonographic findings
Ability to recognize findings and/or situations that require immediate action and respond effectively
Knowledge of appropriate patient preparation for an test and knowledge of factors that may affect patient preparation (for example: patient history, patient condition, sequencing requirements of multiple modality exams)
4.B.2. Inform patient or referring practitioner of examination preparations (for example: fasting for biliary imaging)
4.B.3. Maintain and protect patient confidentiality/privacy
4.B.4. Modify the examination based on patient condition and/or sonographic findings
4.B.5. Use multiple patient positions and scan planes to evaluate anatomic structures
Knowledge of sonographer scope of practice and regulations regarding patient information and interactions
4.C. Obtain accurate measurements
4.C.1. Obtain measurements of anatomic structures
Knowledge of normal measurement ranges
Knowledge of proper techniques for measuring anatomic structures
Knowledge of hemodynamics
Knowledge of normal and abnormal Doppler waveforms
Ability to analyze Doppler measurements
Ability to distinguish artifacts from real blood flow
Ability to apply knowledge of measurement techniques (for example: Doppler and gray-scale)
4.C.2. Obtain measurements of Doppler waveforms
4.D. Assist/support during procedures
4.D.1. Obtain consent form and patient lab results prior to the procedure
Knowledge of sonographer's role in obtaining consent
Ability to verify and document patient consent
Ability to verify correct patient, side (laterality), and site
Knowledge of contraindications for specific procedures
Knowledge of proper safety precautions in interventional procedures
Knowledge of equipment and materials used for a specific procedure
Knowledge of interventional procedures and sonographer's role
Knowledge of protocols during surgical procedures, related to the sonographer's role
Ability to adapt protocol due to different circumstances
Ability to optimally display the needle path and tip
Ability to recognize implanted medical devices
Knowledge of potential post-procedural complications
4.D.2. Provide ultrasound guidance for procedures
4.D.3. Evaluate for post-procedural changes/complications



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Medical learning

Professors and directors predict what the future of med faculty might look like post-pandemic — and argue that virtual discovering is here to reside | ARDMS practice questions and Free test PDF

  • The coronavirus pandemic has altered the clinical container, and with it programming at med faculties.
  • Professors, deans, and software administrators at med faculties throughout the united states instructed enterprise Insider that online researching will proceed to grow in popularity.
  • Simulations and virtual worlds like 2nd lifestyles may exchange some palms-on practicing.
  • in the meantime, they see more verbal exchange between colleges, professors, and college students occurring over e-mail and chat companies, in addition to smaller school rooms dedicated to break-out periods.
  • And in mild of contemporary protests and requires racial equality, professors emphasized a need for greater anti-racism and bias practicing for college kids.
  • consult with enterprise Insider's homepage for greater stories.
  • For a long time, the manner that students trained to develop into physicians in the US become relatively predictable, commonly involving preclinical lecture room-based getting to know of basic clinical ideas and skills adopted with the aid of hands-on experience with patients. however within the wake of the coronavirus, the clinical box is right away morphing — as is the adventure of attending medical college.

    "clinical faculties across the nation have made tremendous efforts to make certain the first-rate of schooling expected of medical college students whereas preserving each clinical ideas and precautions to mitigate transmission of the coronavirus," observed Chris Colbert, assistant software director of the emergency medication residency software on the college of Illinois at Chicago.

    From a renewed emphasis on know-how to new instructing strategies and dual diploma alternatives, right here's what experts predict clinical training grounds will look like put up-pandemic.

    extended virtual gaining knowledge of and telehealth practising

    scientific school students and professors alike will deserve to adjust to the expanding role expertise will play in the healthcare business, stated Andrew Ibrahim, a resident surgeon on the institution of Michigan and chief clinical officer at world architecture enterprise HOK who's been on the entrance lines of combating COVID-19. 

    "The subsequent generation of med faculty college students will need to be informed on a way to habits digital visits as telehealth continues to upward thrust in recognition," he referred to. "Telemonitoring will additionally need to be taught." 

    Andrew Ibrahim. Andrew Ibrahim

    The surgeon introduced that the med college curriculum itself will also need to shift to being partly virtual at the least unless the virus has subsided, that means associations will need to overcome and handle challenges with varying types of instruction. 

    "Even boards in the course of the American Board of surgery this yr are being done almost," Ibrahim pointed out. "As they adjust to this trade, it's challenging to think about they can revert lower back to conducting these in person even after the pandemic."

    Colbert agreed that a superb strategy to keep the security of scholars whereas featuring required education is through digital courses. He talked about that courses will absolutely be each prerecorded and reside and that the fundamental targets of med college themes could be discussed and defined in virtual classrooms as they are in the natural school room. 

    Chris Colbert. Chris Colbert

    "topics may be covered in an identical trend," Colbert spoke of. "The real palms-on interaction has been modified because of social distancing. on-line simulation labs coupled with choice teaching modalities may be used to supplement tutorial integrity."

    Camille Wendekier, an associate professor of nursing at Saint Francis institution global, pointed out that as a result of COVID-19, many schools are rethinking preparedness for coursework moving ahead for the fall and probably past.  

    Camille Wendekier. Camille Wendekier

    "These colleges may also transfer all school room training experiences to a web layout [so] that they could convey guideline nose to nose or on-line," Wendekier mentioned.

    She stressed that whereas the circulate to an online structure would now not replace face-to-face gaining knowledge of, it might supply a seamless transition in the experience of needing to adapt to more stay-at-domestic orders. She additionally predicted that due to the capabilities for more stringent medical institution medical rules and/or future stay-at-domestic orders, classes will deserve to rethink simulation and virtual experiences to assure students can proceed clinical discovering from a distance.  

    "classes may additionally use digital patients or simulators the usage of teleconference, digital scientific utility, and/or digital world systems reminiscent of 2nd lifestyles, the place clinical instructors may engage with students in true time," Wendekier said.   

    ultimately, Wendekier expected that the role of scholar assist will additionally evolve to consist of greater personal assistance from faculty to assist college students through now not handiest the preliminary transition to distance discovering, but to ensure that the students are having a positive studying experience future.  

    "application budgets will should be adjusted thus so that the courses can make investments within the informatics infrastructure, faculty training for effective use of the technology, and extended college advising/mentoring on a one-to-one stage," Wendekier spoke of.  

    more online verbal exchange

    Warren Wiechmann, associate dean of clinical science schooling and academic know-how and affiliate professor of clinical emergency drugs on the school of medicine on the institution of California, Irvine, mentioned that once for the reason that the various basic challenges that the pandemic has introduced forth, one of the crucial largest questions has been no matter if it be viable to instruct future medical doctors within the absence of direct affected person care.  

    Warren Wiechmann. Warren Wiechmann

    "there have been numerous creative processes that colleges used to preserve their medical college students engaged in the clinical aspect of affected person care — connecting to medical rounds by way of video conferencing software, bolstering their expertise with on-line case-based mostly discussions, and elevated utilization of current and newly created standardized affected person and simulation instances to replicate the clinical atmosphere," Wiechmann observed. "sooner or later, these were all transient measures except their students might safely return to direct patient care."  

    however Wiechmann introduced that planning for a submit-pandemic environment — and even for future pandemics — in reality requires not most effective defining the position of the clinical pupil but additionally organising clear measures for how to preserve learners secure. He sees communication and transparency as a must have toward these desires.

    "schools may still use a multifaceted strategy — scholar and leadership city halls, institutional COVID-19 updates, effortless access to policies and workflows — to make certain that students have access to the ideal tips accessible," Wiechmann referred to. "These clear channels of verbal exchange also make it simpler to pivot when the instances require a change."  

    In lieu of in-grownup courses and face-to-face conferences with path professors, Colbert also foresees a lots bigger priority being positioned on college students maintaining an open line of conversation via electronic mail and med colleges creating group emails and chat rooms in accordance with each course. 

    "Scheduling and collaborating in online neighborhood discussions will additional enhance an understanding of the theme discussed [online]," he talked about.

    turning out to be interest in twin degrees and hybrid fellowships

    Ibrahim estimated that many colleges will increase technology minors, permitting scientific college students to center of attention their stories during this path. 

    "These students may be on the forefront of establishing and imposing virtual care in new, imaginitive ways," Ibrahim noted. "COVID-19 has served as a catalyst for this an awful lot-necessary alternate."

    Konstantin Vasyukevich, an assistant scientific professor within the Albert Einstein faculty of medicine at Montefiore scientific middle and a cosmetic surgeon in long island, added that for college kids considering that getting a twin diploma, now may be a superb time to achieve this.

    Konstantin Vasyukevich. Konstantin Vasyukevich

    "The mixed curriculum for well-known twin levels like MD/MS, MD/MPH, and MD/MBA are more ideal for a digital studying as a result of they are more lecture-based," he noted. "With labs and scientific rotations on grasp in the intervening time, it could be an excellent use of time." 

    Ibrahim defined that COVID-19 has illuminated the value of connectivity between the developed environment and the care being given, which is why he's worked with the college of Michigan to develop a fellowship that gives students the probability to concurrently analyze medication and healthcare design. He anticipates seeing additional hybrid fellowship opportunities emerge — giving students a chance to converge courses which have in the past been studied in silos — and predicts healthcare and healthcare coverage will become increasingly intertwined with design and planning. 

    "I agree with that architects can in reality improvement from delivered knowledge in public fitness and healthcare beginning," he pointed out. "We deserve to systematically Excellerate approaches during which they can comprise fitness in design and then find suggestions to measure and evaluate these results after the building is in use." 

    a new look for lecture rooms with developed-in flexibility

    "actual environments for getting to know and social gathering areas will always have a place in medical training, however within the wake of COVID-19, I might see there being much less density in these getting to know environments," Ibrahim observed. "this can location a top rate price on the physical environment." 

    He defined that as some points of clinical schooling get transformed to virtual formats, the buildings will inevitably reflect this change through extra small destroy-out spaces and tech rooms to broadcast classes and allow students to take part in digital courses.

    a major upside to this shift, based on Ibrahim, is that many clinical students are now nontraditional. 

    "they are older, may have prior to now labored in a different field, and price flexibility," he talked about. "digital codecs for some classes will support entice greater distinctive scientific students, which is decent for all and sundry."

    Prioritizing diversity and inclusion and anti-racism training

    Ibrahim emphasised that a focus on diversity and inclusion in easy of fresh protests round police brutality and systemic racism must be prioritized for clinical schools moving forward. 

    "I feel they will see the student their bodies at most scientific faculties develop into plenty greater distinct, with extra individuals of colour, college students from diverse backgrounds, and people with differing life experiences who might also not have adopted the extra 'normal' route to med faculty," Ibrahim talked about. 

    Luz Claudio, a tenured professor of environmental medication and public fitness at Icahn college of medication at Mount Sinai in ny metropolis, mentioned that the pandemic has made fitness disparities very clear, which have been additional illuminated all the way through the subsequent protests on racial equality.

    Luz Claudio. Luz Claudio "one of the vital issues that have to trade in clinical faculties worldwide is to enhance and expand the practicing for future docs on the role of racism in healthcare and the ensuing disparities in health results," Claudio stated. "there is an urgent need for greater training in a way to fight these considerations as a part of the clinical college curricula."  

    To that conclusion, Claudio defined that med schools should cover how doctors can actively interact in anti-racism while training drugs.  

    "it's critical for brand new physicians to gain knowledge of to respect racism and socioeconomic inequalities as essential determinants of fitness," she noted. "They need to be trained this now not most effective as summary ideas or as a hen's eye view of the universal inhabitants. Physicians need to be trained that these social factors and inequalities affect the fitness of their specific particular person sufferers."  

    For this form of practising to be most advantageous, in response to Claudio, scientific colleges need to companion with community organizations, advocates, and leaders to advertise palms-on learnings that teach college students the moves that they could take to accept as true with racism and inequalities of their clinical practices.  

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    References :


    Dropmark : http://killexams.com/demo-download/ARDMS.pdf
    Dropmark-Text : http://killexams.dropmark.com/367904/12916663
    Blogspot : http://killexamsbraindump.blogspot.com/2018/01/review-ardms-real-question-and-answers.html
    Wordpress : https://wp.me/p7SJ6L-2zl
    Box.net : https://app.box.com/s/yv68g7xsjy3mwysx52421vq4sq0j5nfy
    Issu : https://issuu.com/arfansaleem/docs/ardms
    zoho.com : https://docs.zoho.com/file/6jknjda101f342e3345ce841182855f01a51d
    publitas.com : https://view.publitas.com/trutrainers-inc/pass4sure-ardms-real-question-bank
    Scribd : https://www.scribd.com/document/376947755/Pass4sure-ARDMS-American-Registry-for-Diagnostic-Medical-Sonography-exam-braindumps-with-real-questions-and-practice-software
    Instapaper : https://exam-lab.blogspot.com/2019/03/exactly-same-ardms-questions-as-in-real.html
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