Outcomes of three different ways to train medical students as ultrasound tutors.
Adult
Clinical Competence
/ standards
Diffusion of Innovation
Education, Medical, Undergraduate
/ methods
Educational Measurement
/ methods
Female
Health Knowledge, Attitudes, Practice
Humans
Internal Medicine
/ education
Internship and Residency
Male
Models, Educational
Peer Group
Prospective Studies
Psychological Techniques
Students, Medical
Teaching
/ standards
Ultrasonography
Young Adult
Course
Internship
Student instructor education
Ultrasound education
Ultrasound tutor skill acquisition
Undergraduate medical education
Journal
BMC medical education
ISSN: 1472-6920
Titre abrégé: BMC Med Educ
Pays: England
ID NLM: 101088679
Informations de publication
Date de publication:
02 May 2019
02 May 2019
Historique:
received:
07
09
2018
accepted:
15
04
2019
entrez:
4
5
2019
pubmed:
3
5
2019
medline:
28
11
2019
Statut:
epublish
Résumé
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. 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). 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. 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.
Sections du résumé
BACKGROUND
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
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
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
CONCLUSIONS
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.
Identifiants
pubmed: 31046757
doi: 10.1186/s12909-019-1556-4
pii: 10.1186/s12909-019-1556-4
pmc: PMC6498570
doi:
Types de publication
Journal Article
Randomized Controlled Trial
Langues
eng
Sous-ensembles de citation
IM
Pagination
125Subventions
Organisme : Universitätsklinikum Tübingen
ID : F.7281048
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