Training Peer Instructors for a Combined Ultrasound/Physical Exam Curriculum

Ahn, JoongHo; French, Arthur B.; Thiessen, Molly E.W.; Kendall, John L.

doi:10.1080/10401334.2014.910464

Cited by 69 publications

(84 citation statements)

References 17 publications

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“…Peer-mentoring [126][127][128][129][130][131][132] In the course of evaluating articles which integrate POCUS in a novel way, peer mentoring emerged as a major theme in ultrasound education. In the peer mentoring studies reviewed, medical students in clinical or clerkship years (typically third or fourth year) teach preclinical medical students (first or second year).…”

Section: Learning Category-incorporation Of Ultrasound Into Teaching mentioning

confidence: 99%

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

et al. 2017

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Introduction Increasingly, medical schools are integrating Point of Care Ultrasound (POCUS) into their curricula. This review investigated the available literature on how best to integrate POCUS in the teaching of medical students and the benefits of doing so. Methods Given the heterogeneous literature that has emerged on POCUS education, a scoping review was conducted. Relevant medical databases, including PubMed, MEDLINE, PsycINFO, EMBASE and CINAHL, were searched between January 1980 and August 2016, using keywords identified by the authors. Inclusion criteria were as follows: prospective or retrospective studies, observational or intervention studies, and studies describing how medical students learn to use ultrasound. Results The literature search yielded 593 articles, of which 128 met the inclusion criteria. Studies that met the inclusion criteria were sub-categorised under the following headings: those that described or evaluated an ultrasound curriculum, those that employed ultrasound as a means of teaching another topic in the curriculum (i.e., anatomy, physical examination, physiology, invasive procedures), those that investigated the learning curve of ultrasound education and those that employed adjuncts or peer mentoring to teach ultrasound. Conclusions The reviewed literature indicates that the integration of ultrasound in undergraduate medical education is both feasible and beneficial to medical students. This article is intended to inform medical educators aiming to integrate ultrasound into their medical school curricula.

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Section: Learning Category-incorporation Of Ultrasound Into Teaching mentioning

confidence: 99%

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

et al. 2017

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“…Ahn and colleagues compared student-tutors from 4 th year and found that students,who were trained with a four-week internship were rated higher than students with a two-week internship [18]. However, the satisfaction with the student-tutors is only an indirect measure of the learning outcome.…”

Section: Discussionmentioning

confidence: 99%

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

Nora

Griewatz²,

Ilg

et al. 2019

GMS Journal for Medical Education; 36(6):Doc77

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“…The medical education literature has studied the feasibility and value of peer assessment, which can be used to evaluate clinical performance and competence, professionalism, interpersonal skills, and leadership ability. 11,12 There is evidence to suggest that students perform similarly on objective measures whether taught by student-teachers or faculty in certain circumstances. 13–16 Curriculum faculty carefully select and train the residents who serve as table trainers, thus standardizing the hands-on experience.…”

Section: Discussionmentioning

confidence: 99%

Resident-Perceived Benefit of a Diagnostic and Interventional Musculoskeletal Ultrasound Curriculum

Luz

Siddiqui

Jain

et al. 2015

American Journal of Physical Medicine &Amp; Rehabilitation

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Musculoskeletal ultrasound (MSUS) training is now a required component of physiatry residency, but formal curriculum guidelines are not yet required or established. The authors’ objective was to assess the educational value of a collaborative residency MSUS training program. The authors designed a structured MSUS training curriculum for residents based on the authors’ experience and previous literature. Twenty-five residents participated in this MSUS curriculum designed by faculty and chief residents. Resident volunteers were trained by the faculty as “table trainers” who taught their peers in small groups. Handson MSUS training sessions were led by a Physical Medicine and Rehabilitation faculty MSUS expert. A Likert scale–formatted questionnaire assessed resident-perceived value of the curriculum. Response rate was 96% (22 of 23). Self-reported MSUS knowledge comparing precurriculum and postcurriculum implementation resulted in significant improvement (P = 0.001). Peer teaching was highly valued, with 86% of residents rating it “very” or “extremely” beneficial (mean [SD] score, 3.9 [1.1]). Self-guided learning, by supplemental scanning and reading, was rated “beneficial” or “very beneficial” by 73% of residents (3.0 [0.7]). The authors’ successful pilot program may serve as a teaching model for other residency programs.

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Training Peer Instructors for a Combined Ultrasound/Physical Exam Curriculum

Cited by 69 publications

References 17 publications

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

A Scoping Review of Ultrasound Teaching in Undergraduate Medical Education

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

Resident-Perceived Benefit of a Diagnostic and Interventional Musculoskeletal Ultrasound Curriculum

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