Enseñanza de la ecografía clínica en el pregrado: los estudiantes como mentores

Sánchez, Gonzalo García de Casasola; Peinado, David González; Gollarte, Ana Sánchez; Aceituno, Esther; Vázquez, I. Peña; Macho, J. Torres

doi:10.1016/j.rce.2014.11.023

Cited by 20 publications

(5 citation statements)

References 22 publications

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“…The students’ ability to identify anatomical structures using a portable ultrasound scanner was observed by experienced faculty and assessed using the following 3-point scale: could not locate 1 , able to locate with help 2 , located without help 3 . The faculty were also asked to rate the students’ apparent confidence in their ability to identify each structure using a 3-point scale: not confident 1 , moderately confident 2 , very confident 3 .…”

Section: Methodsmentioning

confidence: 99%

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Confidence Level and Ability of Medical Students to Identify Abdominal Structures After Integrated Ultrasound Sessions

Nausheen

Young

Brazil

et al. 2020

Ultrasound Int Open

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Determine the confidence level and ability of first year medical students to identify abdominal structures using a wireless portable ultrasound scanner.The students were assessed for their confidence and ability to perform abdominal ultrasound. The 5-point Likert survey included questions on their perception about ultrasound as a resource for learning anatomy, physical examination skills, and the quality of the pre-session instructions. Data was also recorded by the faculty about the students’ ultrasound skills and confidence. Goodman and Kruskal's gamma was used to demonstrate an association between the students’ ability to identify the structures and the self-reported student confidence level. Most of the students had confidence and were able to identify the liver, kidney, and urinary bladder, while almost half of them needed faculty help them to identify the inferior vena cava and aorta. The spleen and gall bladder were the most difficult to locate even for the very confident students. The perception of supervising faculty was that the confidence level was low in most of the students and only 13–20% of students felt “very confident” about performing ultrasound. Almost 37% needed encouragement and support and almost 10% of the students were not willing to try to locate difficult organs. Some students started locating the ureteric jet and portal vein. Most of the students agreed that ultrasound is an excellent resource for learning anatomy and physical examination skills. All students suggested having more ultrasound sessions. Most of the students feel confident about performing ultrasound and they perceive that ultrasound can enhance their basic sciences and physical examination skills.

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Section: Methodsmentioning

confidence: 99%

“…The living anatomy supplements the traditional cadaver-based and cross-sectional anatomy 1 . Ultrasound has also been shown to aid in the understanding of the physiology and pathophysiology of organs 2 . Some medical schools incorporate ultrasound into the curriculum to improve medical students’ diagnostic accuracy.…”

Section: Introductionmentioning

confidence: 99%

Confidence Level and Ability of Medical Students to Identify Abdominal Structures After Integrated Ultrasound Sessions

Nausheen

Young

Brazil

et al. 2020

Ultrasound Int Open

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“…Previous research has shown that peer teaching is an effective way of introducing the principles of ultrasound examination to medical students in the fields of cardiac, abdominal, and musculoskeletal systems [6,7,15–20]. A focused estimation of student-teachers’ ability to teach practical CU skills to their peers is still needed in order to determine the effectiveness of this teaching method to large numbers of medical students.…”

Section: Introductionmentioning

confidence: 99%

Peer-teaching cardiac ultrasound among medical students: A real option

et al. 2019

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IntroductionTeaching cardiac ultrasound (CU) image acquisition requires hands-on practice under qualified instructors supervision. We assessed the efficacy of teaching medical students by their previously trained classmates (teaching assistants [TAs]) compared to teaching by expert trainers (cardiologists or diagnostic medical sonographers.MethodsSixty-six students received 8-hour CU training: 4-hour lectures on ultrasound anatomy and imaging techniques of 6 main CU views (parasternal long [PLAV] and short axis [PSAV]; apical 4-chamber [4ch], 2-chamber [2ch], and 3-chamber [3ch]; and sub costal [SC]) followed by 4 hours of hands-on exercise in groups of ≤5 students under direct supervision of a TA (group A: 44 students) or a qualified trainer (group B: 22 students). Students’ proficiency was evaluated on a 6-minute test in which they were required to demonstrate 32 predetermined anatomic landmarks spread across the 6 views and ranked on a 0–100 scale according to a predetermined key.ResultsThe 6-minute test final grade displayed superiority of group A over group B (54±17 vs. 39±21, respectively [p = 0.001]). This trend was continuous across all 6 main views: PLAV (69±18 vs. 54±23, respectively), PSAV (65±33 vs. 41±32, respectively), 4ch (57±19 vs. 43±26, respectively), 2ch (37±29 vs. 33±27, respectively), 3ch (48±23 vs. 35±25, respectively), and SC (36±27 vs. 24±28, respectively).ConclusionsTeaching medical students CU imaging acquisition by qualified classmates is feasible. Moreover, students instructors were superior to senior instructors when comparing their students' capabilities in a practical test. Replacing experienced instructors with TAs could help medical schools teach ultrasound techniques with minimal dependence on highly qualified trainers.

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“…While this concept has been proven to be effective and well accepted for various skills, data to guide the training of ultrasound peer-student tutors are scarce [7, 12, 15, 18, 27]. According to the framework by the AMEE regarding peer assisted learning, several questions should be addressed when implementing such a learning concept.…”

Section: Introductionmentioning

confidence: 99%

Outcomes of three different ways to train medical students as ultrasound tutors

Nora

Griewatz²,

Malek

et al. 2019

BMC Med Educ

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Background In order to provide faculty-wide undergraduate ultrasound training in times of scarce resources, many medical faculties employ trained peer-student tutors to oversee the hands-on training. However, data to guide the training of ultrasound peer-student tutors are scarce. We conducted a prospective quasi-randomized study to assess the gain in theoretical knowledge and practical scanning skills of peer-student tutors who were trained with a course only, an internship only, or the combination of a course and an internship. Methods A total of 44 peer-student tutors were trained by a one-week course only (C-Group, n = 21), by an internship only (I-Group, n = 10) or by a course and an internship (CI-Group, n = 13). Prior to and after the completion of the training the peer-student tutors completed an MC-test (theoretical knowledge) and an OSCE (practical scanning skills). Results With all three education concepts, the peer-student tutors had significant and comparable gains in theoretical knowledge (C-group + 90%, I-group + 61.5%, CI-group + 114.0%) and practical scanning skills (C-group + 112.0%, I-group + 155.0% and CI-group + 123.5%), all p < 0.001. Conclusion Peer-student tutors, who were trained with a course or an internship or a course and internship improved their theoretical knowledge and their practical scanning skills significantly and to a comparable degree.

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Enseñanza de la ecografía clínica en el pregrado: los estudiantes como mentores

Cited by 20 publications

References 22 publications

Confidence Level and Ability of Medical Students to Identify Abdominal Structures After Integrated Ultrasound Sessions

Confidence Level and Ability of Medical Students to Identify Abdominal Structures After Integrated Ultrasound Sessions

Peer-teaching cardiac ultrasound among medical students: A real option

Outcomes of three different ways to train medical students as ultrasound tutors

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