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BackgroundPoint-of-care-ultrasound (POCUS) training is expanding in undergraduate and graduate medical education, but lack of trained faculty is a major barrier. Two strategies that may help mitigate this obstacle are interprofessional education (IPE) and near-peer teaching. The objective of this study was to evaluate a POCUS course in which diagnostic medical sonography (DMS) students served as near-peer teachers for internal medicine residents (IMR) learning to perform abdominal sonography.MethodsPrior to the IPE workshop, DMS students participated in a train-the-trainer session to practice teaching and communication skills via case-based simulation. DMS students then coached first-year IMR to perform POCUS examinations of the kidney, bladder, and gallbladder on live models. A mixed-methods evaluation of the interprofessional workshop included an objective structured clinical exam (OSCE), course evaluation, and qualitative analysis of focus group interviews.ResultsTwenty-four of 24 (100%) IMR completed the OSCE, averaging 97.7/107 points (91.3%) (SD 5.2). Course evaluations from IMR and DMS students were globally positive. Twenty three of 24 residents (96%) and 6/6 DMS students (100%) participated in focus group interviews. Qualitative analysis identified themes related to the learning environment, scanning technique, and suggestions for improvement. IMR felt the interprofessional training fostered a positive learning environment and that the experience complimented traditional faculty-led workshops. Both groups noted the importance of establishing mutual understanding of expectations and suggested future workshops have more dedicated time for DMS student demonstration of scanning technique.ConclusionAn interprofessional, near-peer workshop was an effective strategy for teaching POCUS to IMR. This approach may allow broader adoption of POCUS in medical education, especially when faculty expertise is limited.Electronic supplementary materialThe online version of this article (10.1186/s12909-018-1437-2) contains supplementary material, which is available to authorized users.

An educator's goal is to develop students who, at a minimum, are entry-level competent in the cognitive, psychomotor, and affective learning domains. One method for evaluation of cognitive competence is through assessment. Traditional, closed-book assessment is the most common assessment method. 1 Closed-book examinations (CBEs) do not allow the learner to use educational resources during the examination. This may encourage study habits of "cramming" the night before the examination and "data dumping" the day of the examination, with little long-term recall of knowledge. The memorization of facts and the ability to recall these facts is a key focus in CBEs. 2-6 In contrast, open-book examinations (OBEs) allow the learner to use educational resources such as books and notes during the examination. There are two basic types of OBEs: the restricted type, which allows the learner to bring to the examination only "instructorapproved" texts and study material, and the unrestricted or free type, which allows the learner to bring in any type of resource to the examination. 7 Consistent themes have emerged in the literature related to OBEs. Data from student surveys and focus groups find that most students prefer OBEs to CBEs. 2,3,5,8-10 Students approach open-book testing with greater optimism; they work out their answers in a more relaxed way and feel more confident about their overall performance. 9 OBEs improve study habits and examination preparation. 10 Theophilides and Koutselini 9 found that students who are aware the course assessment method is OBE are more attentive throughout the course, use study activities that promote a deeper learning of the material, and become more involved in their learning process. Learning and examination preparation are enhanced by the process of students organizing their notes for the examination and rewriting the information in a format 821075J DMXXX10.

Dysgerminomas are rare ovarian malignancies that primarily affect young women and can occur during pregnancy. Clinically, these tumors present with lower quadrant pain and adnexal mass, and laboratory values may include elevated beta human chorionic gonadotropin (β-hCG) and lactate dehydrogenase (LDH). These symptoms, along with the sonographic findings of a large, solid lobulated adnexal mass in young women, strongly suggest an ovarian dysgerminoma in the differential diagnosis. The majority of these tumors will be diagnosed at Stage IA and will respond well to fertility-sparing surgery. This case report demonstrates both the clinical and sonographic findings unique to this rare type of ovarian malignancy.