Peer teaching: a randomised controlled trial using student-teachers to teach musculoskeletal ultrasound

Knobe, Matthias; Münker, Ralf; Sellei, Richard Martin; Holschen, Malte; Mooij, S. C.; Schmidt-Rohlfing, Bernhard; Niethard, F. U.; Pape, Hans-Christian

doi:10.1111/j.1365-2923.2009.03557.x

Cited by 204 publications

(219 citation statements)

References 24 publications

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“…Contradicting the finding of a previous study [6], it was shown that subjective results of students correlate with this objective OSCE performance measures showing more unsatisfactory ratings under the PAL students. Significant gender differences were only seen in palpatory diagnostic competencies in the staff-led group and in the subjective evaluation data of the peer-led group.…”

Section: Discussionsupporting

confidence: 62%

“…PAL strategies with a limited student-teacher training seem unable to take the place of traditional training for coordinative demanding motor skills through experienced physicians, in contrast to technically oriented procedures [6]. These results prove the theories of different authors, who postulated that an exclusive and comprehensive training of the student-teachers including didactic components is an absolute necessity for success [2,3,19,20].…”

Section: Discussionsupporting

confidence: 58%

“…Peer-assisted learning (PAL) has become an increasingly popular strategy to support staff members, but little is known about the acceptance and outcome of PAL in the field of demanding bimanual manipulative motor skills. The results of PAL appear comparable to those offered by health-care professionals [1][2][3][4][5][6], but there exist some doubts concerning the universality of the results when applied to more complicated bimanual skills and learning objectives that necessitate high levels of sensory/motor coordination and confidence [3,4]. Viewed from a motor learning perspective, SM performance is a demanding bimanual task that requires confidence [7].…”

Section: Introductionmentioning

confidence: 72%

“…In the past, PAL programme student-teachers were shown not only to be effective, but also equally effective in teaching the required competencies for complicated technical skills (musculoskeletal ultrasound) as experienced physicians using self-teaching learning strategies [6]. Two different studies have shown the efficacy of PAL in the realm of technical skills with variable degrees of difficulty and also observed no differences to the results found in the traditionally staff-led teaching [3,4], indicating a dependency of the results upon the difficulty of the skills being assessed [3].…”

Section: Discussionmentioning

confidence: 99%

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Knowledge transfer of spinal manipulation skills by student-teachers: a randomised controlled trial

et al. 2012

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Purpose To assess the use of peer-assisted learning (PAL) of complex manipulative motor skills with respect to gender in medical students. Methods In 2007-2010, 292 students in their 3rd and 4th years of medical school were randomly assigned to two groups [Staff group (SG), PAL group (PG)] led by either staff tutors or student-teachers (ST). The students were taught bimanual practical and diagnostic skills (course education module of eight separate lessons) as well as a general introduction to the theory of spinal manipulative therapy. In addition to qualitative data collection (Likert scale), evaluation was performed using a multiple-choice questionnaire in addition to an objective structured clinical examination (OSCE). Results Complex motor skills as well as palpatory diagnostic competencies could in fact be better taught through professionals than through ST (manipulative OSCE grades/ diagnostic OSCE score; SG vs. PG; male: P = 0.017/ P \ 0.001, female: P \ 0.001/P \ 0.001). The registration of theoretical knowledge showed equal results in students taught by staff or ST. In both teaching groups (SG: n = 147, PG: n = 145), no significant differences were observed between male and female students in matters of manipulative skills or theoretical knowledge. Diagnostic competencies were better in females than in males in the staff group (P = 0.041) Overall, students were more satisfied with the environment provided by professional teachers than by ST, though male students regarded the PAL system more suspiciously than their female counterparts. Conclusions The peer-assisted learning system does not seem to be generally qualified to transfer such complex spatiotemporal demands as spinal manipulative procedures.

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Section: Discussionsupporting

confidence: 62%

Section: Discussionsupporting

confidence: 58%

Section: Introductionmentioning

confidence: 72%

Section: Discussionmentioning

confidence: 99%

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Knowledge transfer of spinal manipulation skills by student-teachers: a randomised controlled trial

et al. 2012

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“…De meeste hiervan richtten zich op het trainen van medisch technische vaardigheden (skillslab) en zijn uitgevoerd in de eerste jaren van de opleiding. [6][7][8][9][10][11][12][13] Bij objectieve toetsing van deze vaardigheden (Objective Structured Clinical Examination; OSCE) werden in vergelijking tot studenten die door stafleden onderwezen werden, gelijke tot hogere resultaten gevonden bij studenten die onderwezen Near-peer teaching in het coschap Interne Geneeskunde: een gerandomiseerde cross-over trial N [2][3][4][5][6][7][8][9][10] werden in een near-peer setting. Bovendien werd dit onderwijs door studenten vaak positiever gewaardeerd.…”

Section: Inleidingunclassified

Near-peer teaching in het coschap Interne Geneeskunde: een gerandomiseerde cross-over trial

Wlazlo

Peters

Winkens

et al. 2011

TS MEDISCH ONDERWIJS

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Implementation of a novel digital ultrasound education tool into an emergency medicine rotation: UltrasoundBox

Perice

Naraghi

Likourezos

et al. 2022

AEM Education and Training

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Objective We investigated the educational value of implementing a web‐based e‐learning program into a medical student emergency medicine rotation. We created “UltrasoundBox,” a browser‐based application where students interpret ultrasound (US) images. Our goal was to assess how this form of e‐learning performs when compared to more passive, lecture‐based online US education. We also assessed the how the students interpreted the addition this learning modality to the rotation. Methods This is a randomized, controlled study to assess the educational outcomes of implementing UltrasoundBox compared to lecture‐based US education. Fourth‐year medical students on their emergency medicine rotation were enrolled in the study. Students randomized to the control arm were instructed to watch widely available educational lecture videos. Students randomized to the intervention arm received access to UltrasoundBox and were instructed to complete the clinical modules. Both groups completed the same standardized US examination before and after the trial. All the trial participants were given a survey to complete after the trial. Results We enrolled 42 students, with 23 in the control group and 19 in the intervention group. On the post‐intervention examination, the control and intervention groups were found to have mean examination scores of 61.6% and 73.6% respectively, with a statistically significant difference of 12% (95% confidence interval 1.611 to 5.56; p < 0.0005). A total of 92% of survey respondents in the intervention group indicated that UltrasoundBox was an effective tool in meeting the intended learning objectives, while only 36.8% of the control group indicated this for the online lectures (p < 0.005). Conclusions We found that medical students using the web‐based e‐learning platform UltrasoundBox achieved better scores on the examination when compared to the medical students using existing online lecture‐based US educational resources. The students reported that the addition of UltrasoundBox added educational value to the rotation.

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Peer teaching: a randomised controlled trial using student-teachers to teach musculoskeletal ultrasound

Cited by 204 publications

References 24 publications

Knowledge transfer of spinal manipulation skills by student-teachers: a randomised controlled trial

Knowledge transfer of spinal manipulation skills by student-teachers: a randomised controlled trial

Near-peer teaching in het coschap Interne Geneeskunde: een gerandomiseerde cross-over trial

Implementation of a novel digital ultrasound education tool into an emergency medicine rotation: UltrasoundBox

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