Basic echocardiography for undergraduate students: a comparison of different peer-teaching approaches

Gradl-Dietsch, Gertraud; Menon, Ares Krishna; Gürsel, A.; Götzenich, Andreas; Aljalloud, Ali; Schrading, Simone; Hölzl, F.; Knobe, Matthias

doi:10.1007/s00068-017-0819-1

Cited by 18 publications

(38 citation statements)

References 31 publications

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“…Most of the included studies were conducted in Germany ( n = 10). Four studies with 3 or 4 study arms were included ( Gradl-Dietsch et al, 2018 ; Herrmann-Werner et al, 2013 ; Münster et al, 2016 ; Ruesseler et al, 2019 ). In these cases, study arms investigating Peyton’s teaching approach or a standard teaching approach were included.…”

Section: Resultsmentioning

confidence: 99%

“…Study arms using an intervention not eligible for inclusion were excluded from this review. For example, Gradl-Dietsch et al (2018) reported 4 study arms. The study arms peer teaching and peer teaching using Peyton's teaching approach were included.…”

Section: Included Studiesmentioning

confidence: 99%

“…Pey, Peyton's teaching; St, standard teaching; PeerPey, peer Peyton's teaching; PeerSt, peer standard teaching; PeerBpsl, peer best practice skills lab; MPey, Media supported Peyton. NB Gradl-Dietsch et al (2018). andGradl-Dietsch et al (2016) are presented as two samples because data for women and men are analysed separately (a: woman, b: men).…”

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confidence: 99%

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The effectiveness of the Peyton’s 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression

Giacomino

Caliesch

Sattelmayer

2020

PeerJ

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Background Acquisition of procedures is an important element in health professions education. Traditionally procedures are taught using a “see one - do one” approach. That is a teacher demonstrates and describes a procedure and afterwards the students practice the procedure. A more recent teaching approach for the acquisition of procedural skills was presented by Walker and Peyton. Peyton’s teaching approach is a stepwise teaching approach and consists of the following four steps: demonstration, deconstruction, comprehension and performance. The aims of this study were (i) to systematically evaluate the effectiveness of Peyton’s 4–step teaching approach on the acquisition of procedural skills in health professions education and (ii) to evaluate whether studies with fewer students per teacher showed a larger between group difference than studies with more students per teacher. Methods We searched in Medline, PsycInfo, Embase and ERIC for eligible studies. Records were screened by two independent reviewers. A random effects meta-analysis was performed to evaluate skill acquisition and time needed to perform the procedures at post-acquisition and retention tests. A meta-regression was used to explore the effect of the number of students per teacher on the estimated effect of the educational interventions. Results An effect size of 0.45 SMD (95% CI [0.15; 0.75]) at post-acquisition and 0.7 SMD (95% CI [−0.09; 1.49]) at retention testing were in favour of Peyton’s teaching approach for skill acquisition. The groups using Peyton’s teaching approach needed considerably less time to perform the procedure at post-acquisition (SMD: −0.8; 95% [CI −2.13 to 1.62]) and retention (SMD: −2.65; 95% CI [−7.77 to 2.47]) testing. The effectiveness of Peyton’s teaching approach was less clear in subgroup analyses using peer teachers. Meta-regression showed that the number of students per teacher was an important moderator variable. Conclusion Peyton’s teaching approach is an effective teaching approach for skill acquisition of procedural skills in health professions education. When peer students or student tutors are used as teachers the effectiveness of Peyton’s teaching approach is less clear. Peyton’s teaching approach is more effective when small groups with few students per teacher are used.

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Section: Resultsmentioning

confidence: 99%

Section: Included Studiesmentioning

confidence: 99%

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The effectiveness of the Peyton’s 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression

Giacomino

Caliesch

Sattelmayer

2020

PeerJ

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“…Most of the included studies were conducted in Germany (n=10). Four studies with or study arms were included (Gradl-Dietsch et al 2018;Herrmann-Werner et al 2013;Münster et al 2016;Ruesseler et al 2019). In these cases, study arms investigating Peyton's teaching approach or a standard teaching approach were included.…”

Section: Included Studiesmentioning

confidence: 99%

“…The study of Herrmann-Werner et al (2013) used a best practice skills laboratory, which consisted of structured individual feedback, performance on manikins and Peyton's teaching approach supervised by student tutors. Three studies (Gradl-Dietsch et al 2019; Gradl-Dietsch et al 2018; Münster et al 2016) used peer or student teachers for the teaching events and Ruesseler et al (2019) used a video 4-step approach.The teaching approach in the control groups was described as traditional Halsted teaching(Balafoutas et al 2019;Romero et al 2018), peer teaching or student tutors teaching(Gradl- Dietsch et al 2019;Gradl-Dietsch et al 2018;Herrmann-Werner et al 2013;Münster et al 2016), 2-stage teaching approach(Jenko et al 2012), Orde's 2-step method(Lapucci et al 2018;Orde et al 2010), standard instructions(Gradl-Dietsch et al 2016;Krautter et al 2011), traditional bedside teaching…”

mentioning

confidence: 99%

Peer Review #2 of "The effectiveness of the Peyton’s 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression (v0.1)"

Banerjee¹

2020

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Background. Acquisition of procedures is an important element in health professions education. Traditionally procedures are taught using a "see one-do one" approach. That is a teacher demonstrates and describes a procedure and afterwards the students practice the procedure. A more recent teaching approach for the acquisition of procedural skills was presented by Walker and Peyton. Peyton's teaching approach is a stepwise teaching approach and consists of the following four steps: demonstration, deconstruction, comprehension and performance. The aims of this study were i) to systematically evaluate the effectiveness of Peyton's 4-step teaching approach on the acquisition of procedural skills in health professions education and ii) to evaluate whether studies with fewer students per teacher showed a larger between group difference than studies with more students per teacher.Methods. We searched in Medline, PsycInfo, Embase and ERIC for eligible studies. Records were screened by two independent reviewers. A random effects meta-analysis was performed to evaluate skill acquisition and time needed to perform the procedures at post-acquisition and retention tests. A meta-regression was used to explore the effect of the number of students per teacher on the estimated effect of the educational interventions.Results. An effect size of 0.45 SMD (95%CI: 0.15; 0.75) at post-acquisition and 0.7 SMD (95%CI:-0.09; 1.49) at retention testing were in favour of Peyton's teaching approach for skill acquisition. The groups using Peyton's teaching approach needed considerably less time to perform the procedure at post-acquisition (SMD:-0.8; 95%CI:-2.13 to 1.62) and retention (SMD:-2.65; 95%CI:-7.77 to 2.47) testing. The effectiveness of Peyton's teaching approach was less clear in subgroup analyses using peer teachers. Meta-regression showed that the number of students per teacher was an important moderator variable.Conclusion. Peyton's teaching approach is an effective teaching approach for skill acquisition of procedural skills in health professions education. When peer students or student tutors are used as teachers the effectiveness of Peyton's

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Evaluation of an elective ultrasound course for medical students

et al. 2022

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To evaluate the educational benefits of teaching ultrasound in an elective radiological course for medical students. We conducted a single‐center retrospective analysis of a one‐week elective ultrasound course in which 39 medical students (25 female; median age 25.8 ± 2.8 years, range 21–35, 4th and 5th years of undergraduate medical education) participated as part of their radiological training. The students completed a pre‐ and post‐course questionnaire using a five‐point Likert scale for self‐assessment of technical knowledge, confidence in the procedure regarding different organs, motivation for performing ultrasound, and the importance of ultrasound in medical education. The students also assessed the value of ultrasound teaching in the context of their general medical degree. Pre‐test and post‐test scores showed significantly improved radiology knowledge (p ≤ 0.001) concerning all abdominal organs (liver, spleen, gallbladder, kidney, urinary bladder, aorta and retroperitoneum). A significant improvement was registered in performing ultrasound of peripheral arteries and venous structures (each p = 0.001), and also of the thyroid gland (p = 0.006). General surveys at the end of the elective were overwhelmingly positive, with constructive criticism and complimentary comments. Systematic training in ultrasound markedly improved the students' skills. This was especially pronounced for solid organ structures, while students requested more education regarding the retroperitoneum and vascular structures. Teaching ultrasound in an elective hands‐on training course improves anatomical understanding and practical skills associated with increased motivation. The results affirm the necessity and clinical relevance of the course during the radiological training of medical students.

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Basic echocardiography for undergraduate students: a comparison of different peer-teaching approaches

Cited by 18 publications

References 31 publications

The effectiveness of the Peyton’s 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression

The effectiveness of the Peyton’s 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression

Peer Review #2 of "The effectiveness of the Peyton’s 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression (v0.1)"

Evaluation of an elective ultrasound course for medical students

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