A survey of Australian sonographer psychomotor teaching practices

Nicholls, Delwyn; Sweet, Linda; Hyett, Jon; Müller, Amanda

doi:10.1002/ajum.12223

Cited by 3 publications

(6 citation statements)

References 42 publications

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“…A total of 528 complete surveys were received. 4 The number of responses to each text question varied from 43 to 247. A total of 780 responses were received among the detailed open text questions about teaching practices, rationales and challenges.…”

Section: Resultsmentioning

confidence: 99%

“…A total of 528 complete surveys were received 4 . The number of responses to each text question varied from 43 to 247.…”

Section: Resultsmentioning

confidence: 99%

“…A national cross-sectional survey was undertaken of all qualified sonographers registered with the Australian Sonographer Accreditation Registry (ASAR) from September to December 2014 with the SonoSTePs instrument. [2][3][4] Ethical approval was obtained from the Flinders University Research Ethics Committee (No. 5584).…”

Section: Methodsmentioning

confidence: 99%

“…Further details of the survey distribution have been reported elsewhere. 4 The SonoSTePs instrument 3 comprised of 25 questions, including a mix of Likert-type rating scales about teaching practices, text boxes for clarification on demographics, professional practice and educational preparation, and five extended text questions where respondents were asked to outline and explain their rationale for the instructional practices that they used when they taught scanning skills. The responses to the qualitative data were analysed using content analysis.…”

Section: Methodsmentioning

confidence: 99%

“…The survey was administered electronically using SurveyMonkey™ software, Sydney, Australia. Further details of the survey distribution have been reported elsewhere 4 …”

Section: Methodsmentioning

confidence: 99%

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Push and pull factors impacting the pedagogical approaches used by sonographers to teach scanning skills

Nicholls

Sweet

Hyett

et al. 2020

Australas J Ultrason Med

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Objective: To report the qualitative findings of the inaugural survey of sonographer skill-teaching practices in Australia using the SonoSTePs tool. Method: A national cross-sectional survey of all qualified sonographers registered with the Australian Sonographer Accreditation Registry. A mix of quantitative and qualitative data was collected. This paper reports on a content analysis of the qualitative data relating to factors that impact on teaching. Results: A total of 528 respondents provided a range of qualitative data in five extended text questions. Five key themes emerged from the analysis: limited protected teaching time; perceived skill complexity; learner skill level and credentials; avoiding overwhelming the learner; and patient well-being and their willingness to be scanned. Novel teaching interactions between the educator and the student sonographer were identified. Information was provided to learners at four time-points across the continuum of clinical practice performance. The type, quantity and purpose of the information provided by the educator to the learner differed at each of these four time-points and included the following: (i) pre-task clarification, guidance and practice norms; (ii) in-task verbal information and scanning support; (iii) post-task support and information; and (iv) end-task or terminal feedback. Conclusion: This is the first published study which reports the push and pull factors affecting pedagogical approaches to teach and learn complex scanning skills. These results provide a corpus of new knowledge, and the first analysis and review, about the pedagogical findings related to teaching scanning skills for clinical practice. This study provides a basis for further research and practice improvements.

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Section: Resultsmentioning

confidence: 99%

“…A total of 528 complete surveys were received 4 . The number of responses to each text question varied from 43 to 247.…”

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

“…The survey was administered electronically using SurveyMonkey™ software, Sydney, Australia. Further details of the survey distribution have been reported elsewhere 4 …”

Section: Methodsmentioning

confidence: 99%

See 3 more Smart Citations

Push and pull factors impacting the pedagogical approaches used by sonographers to teach scanning skills

Nicholls

Sweet

Hyett

et al. 2020

Australas J Ultrason Med

Self Cite

View full text Add to dashboard Cite

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Describing Ultrasound Skills Teaching by Near-Peer and Faculty Tutors Using Cognitive Apprenticeship

Hari

Caprez

Dolmans

et al. 2022

Teaching and Learning in Medicine

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Phenomenon: Ultrasound skills are becoming increasingly important in clinical practice but are resource-intensive to teach. Near-peer tutors often alleviate faculty teaching burden, but little is known about what teaching methods near-peer and faculty tutors use. Using the lens of cognitive apprenticeship, this study describes how much time faculty and near-peer tutors spend on different teaching methods during abdominal ultrasound skills training. Approach: Sixteen near-peer and 16 faculty tutors were videotaped during one 55-min practical ultrasound lesson with randomly assigned students. Videos were directly coded using Cognitive Apprenticeship teaching methods and activities. Segment durations were summed up and compared quantitatively. Findings: All 32 tutors spent most of the time on observing and helping students (Coaching, Median 29:14 minutes), followed by asking open and stimulating questions (Articulation, 12:04 minutes and demonstrating and giving explanations (Modeling, 04:50 minutes). Overall, distributions of teaching methods used were similar between faculty and near-peer tutors. However, faculty tutors spent more time on helping students manually, whereas near-peer tutors spent more time on exploring students' learning gaps and establishing a safe learning climate. Cognitive Apprenticeship was well suited as observational framework to describe ultrasound skills. Insights: Ultrasound train-the-tutor programs should particularly focus on coaching and articulation. Near-peers' similar use of teaching methods adds to the evidence that supports the use of near-peer teaching in ultrasound skills education.

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What do medical students think are characteristics of a good ultrasound tutor? A qualitative study

Walter,

Alt,

Hari

et al. 2024

BMC Med Educ

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Purpose This study was designed to elicit medical students’ opinions on the characteristics of a good ultrasound tutor. The results should help educators to create an optimal teaching environment and inform tutor training. Materials and methods The qualitative study recruited 15 participants from a larger mixed-methods study of 64 medical students who underwent a basic course on abdominal ultrasound taught by faculty and near-peer tutors. During semi-structured interviews, they were asked which characteristics make a good ultrasound tutor. We used inductive thematic analysis to identify the most important categories. Results Medical students identified teaching themes and subthemes relating to teaching skills (e.g., course structure, repetition, vocabulary, feedback, guidance of participants), tutors’ attitudes (e.g., atmosphere creation, empathy) and knowledge as the crucial components of being a good ultrasound tutor. Conclusions While some of the themes that students identified are generic to medical education, others are specific to ultrasound teaching. Tutors can use our results to assess their own teaching. They should aim to address learning needs, optimise understanding, give adequate feedback, and create a non-threatening atmosphere with empathic interactions. Accounting for the ultrasound-specific setting they should possess the necessary knowledge, provide verbal guidance to their students, and distribute examination time wisely.

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A survey of Australian sonographer psychomotor teaching practices

Cited by 3 publications

References 42 publications

Push and pull factors impacting the pedagogical approaches used by sonographers to teach scanning skills

Push and pull factors impacting the pedagogical approaches used by sonographers to teach scanning skills

Describing Ultrasound Skills Teaching by Near-Peer and Faculty Tutors Using Cognitive Apprenticeship

What do medical students think are characteristics of a good ultrasound tutor? A qualitative study

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