Three different ways of training ultrasound student-tutors yield significant gains in tutee’s scanning-skills

Nora, C; Griewatz, Jan; Ilg, Madeleine; Zipfel, Stephan; Riessen, Reimer; Hoffmann, Tatjana; Malek, Nisar P.; Pauluschke‐Fröhlich, Jan; Debove, Ines; Müller, Reinhold; Fröhlich, Eckhart

doi:10.3205/zma001285

Cited by 3 publications

(3 citation statements)

References 18 publications

(28 reference statements)

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“…These US training programs usually use either a structured course curriculum with set timelines and US topics or a self-paced individualized curriculum similar to our workshop-based training. Previous literature details that structured and self-paced US curricula can be equally effective at training medical students to become STs in basic US skills, and different types of structured versus self-paced US curricula may be best determined according to each school's situation [11]. Our ST training during this study was a mix of both structured curriculum in the beginning for two months and then self-paced according to the US workshops our STs planned throughout the year.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Student-Led Musculoskeletal and Vascular Ultrasound Workshops at a Single Institution: A Retrospective Survey Analysis

Kim¹,

Li²,

Nguyen³

2023

Cureus

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Introduction Point-of-care ultrasound (POCUS) is a rapidly evolving field of diagnostic medicine as its low cost, portability, and versatility have made handheld ultrasound (US) probes an invaluable tool for many modern physicians. Despite US’s benefits as a bedside evaluative tool, many medical schools have not integrated POCUS into their pre-clerkship medical education due to a lack of equipment and faculty. The first objective of our study was to determine whether student tutors (STs) would be effective resources to teach musculoskeletal (MSK) and vascular US to preclinical medical students. The second objective of our study was to determine whether students who previously attended ST-run MSK US workshops perform better in vascular US than those who did not. Methods Six POCUS workshops were led by STs after approval from experienced US faculty. These included US workshops on gastrointestinal structures, forearm structures, joint structures, basic echocardiography, and US-guided IV access. We collected data from two of our six workshops. We developed surveys to gauge the confidence and ability of students to perform US after an MSK workshop and US-guided IV access workshop led by STs. We also measured students' US abilities and collected student feedback after our US-guided IV access workshop. We evaluated students’ US competency in US-guided IV access via their ability to correctly position the US probe, angle the needle of insertion, move the probe with the needle, and access the vein based on the accuracy of the movements. We divided student results into two groups: students who previously attended the MSK workshop before attending the US-guided IV access workshop and students who did not attend the MSK workshop before attending the US-guided IV access workshop. We used averages, frequencies, and two-tailed t-tests to analyze the survey responses and US-guided IV access skill assessments. Results Fifty percent of first- and second-year surveyed students “agreed,” and 32.4% “strongly agreed” that they felt confident using US after an ST-run MSK workshop. About 29.4% of surveyed students “agreed” and 41.2% “strongly agreed” that they felt comfortable explaining basic US concepts, such as proper probe positioning and echogenicity. The group of students who attended the MSK workshop prior to the peripheral IV workshop scored similarly to the students who did not attend the MSK workshop (14.33±1.03 versus 14.20±0.84 points). Both groups of students had an average of over 94% accuracy in technique, positioning, angling, moving the US probe, and achieving US-guided venous access after being taught by STs. Qualitative surveying noted positive student feedback, such as "Teacher was great at guiding us through the procedure." Survey responses also included suggestions on adding and diversifying equipment, such as “[It would be useful to have a] different type of needle to see the difference on ultrasound.” Conclusion ...

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of Student-Led Musculoskeletal and Vascular Ultrasound Workshops at a Single Institution: A Retrospective Survey Analysis

Kim¹,

Li²,

Nguyen³

2023

Cureus

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“…In basic education, sonographic anatomy and a physical examination with ultrasound can be taught effectively by peer tutors with extensive training in ultrasound clerkship [ 116 , 117 ]. Peer teaching also proved effective in education concerning cardiac ultrasound [ 118 – 121 ], abdominal ultrasound [ 92 , 122 ], cardiac and abdominal ultrasound [ 123 , 124 ], obstetrical and gynecological ultrasound [ 72 ], musculoskeletal ultrasound [ 125 ], and comprehensive ultrasound [ 126 , 127 ]. Kühl et al [ 118 ] showed in a randomized controlled study that hands-on training supervised by student tutors led to a significant gain in cardiac ultrasound skills among novices, although it was inferior to teaching by an expert sonographer.…”

Section: Peer Teaching (Peer-assisted Learning)mentioning

confidence: 99%

“…However, a quasi-randomized study demonstrated that student tutors trained with a course, clerkship, or course followed by a clerkship were able to teach scanning skills to 5th-year medical students very effectively and with a similar degree of success between the groups. Faculty may be able to train tutors in a way that optimally suits their specific conditions [ 126 ].…”

Section: Peer Teaching (Peer-assisted Learning)mentioning

confidence: 99%

Ultrasonography in undergraduate medical education: a comprehensive review and the education program implemented at Jichi Medical University

et al. 2022

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The concept of point-of-care ultrasound has been widely accepted owing to the development of portable ultrasound systems and growing body of evidence concerning its extensive utility. Thus, it is reasonable to suggest that training to use this modality be included in undergraduate medical education. Training in ultrasonography helps medical students learn basic subjects such as anatomy and physiology, improve their physical examination skills, and acquire diagnostic and procedural skills. Technological advances such as simulators, affordable handheld devices, and tele-ultrasound systems can facilitate undergraduate ultrasound education. Several reports have indicated that some medical schools have integrated ultrasound training into their undergraduate medical curricula. Jichi Medical University in Japan has been providing medical students with ultrasound education to fulfill part of its mission to provide medical care to rural areas. Vertical integration of ultrasound education into a curriculum seems reasonable to ensure skill retention and improvement. However, several issues have hampered the integration of ultrasound into medical education, including a lack of trained faculty, the need to recruit human models, requisition of ultrasound machines for training, and limited curricular space; proposed solutions include peer teaching, students as trained simulated patients, the development of more affordable handheld devices, and a flipped classroom approach with access to an e-learning platform, respectively. A curriculum should be developed through multidisciplinary and bottom-up student-initiated approaches. Formulating national and international consensuses concerning the milestones and curricula can promote the incorporation of ultrasound training into undergraduate medical education at the national level.

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Students' Perspectives on Curricular Ultrasound Education at German Medical Schools

Recker

Barth

et al. 2021

Front. Med.

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Background: Despite ultrasound being an inherent part of medical education, only a few German medical schools have established a comprehensive ultrasound curriculum. This study aimed to explore medical students' perspectives on ultrasound in medical education (USMed).Results: Between January 1st, 2019 und June 30th, 2019, an online survey was conducted among German medical students via the students' associations and their respective teaching facilities. The survey consisted of 17 items regarding USMed. Statements were rated on a 4-point Likert scale for agreement. In total, 1040 students from 31 German medical faculties participated. The majority (1021, 98.2%) reported a very high to high interest in curricular USMed. Students agreed (n = 945, 90.9%) that USMed would be helpful along their entire course of medical studies. Considering the best starting time for USMed, the opinions of German medical students diverged: students studying in a model curriculum preferred to start in the second year (40.7%) while 49% of the students studying in a traditional curriculum preferred to start in the third year (p ≤ 0.001). An insufficient allotment of time for USMed in the planned curriculum (675, 65%) and a lack of courses run by medical faculty (305, 29.4%) were listed as perceived significant barriers to the participation in USMed. Peer teaching was regarded as an effective method in realizing USMed by 731 (70.3%) students.Conclusion: German medical students are very interested and willing to participate in USMed. There appears to be a high demand for US courses offered by medical schools.

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Three different ways of training ultrasound student-tutors yield significant gains in tutee’s scanning-skills

Cited by 3 publications

References 18 publications

The Effectiveness of Student-Led Musculoskeletal and Vascular Ultrasound Workshops at a Single Institution: A Retrospective Survey Analysis

The Effectiveness of Student-Led Musculoskeletal and Vascular Ultrasound Workshops at a Single Institution: A Retrospective Survey Analysis

Ultrasonography in undergraduate medical education: a comprehensive review and the education program implemented at Jichi Medical University

Students' Perspectives on Curricular Ultrasound Education at German Medical Schools

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