«Blended Learning»-Basiskurs Sonografie

Räschle, Nino; Hari, Roman

doi:10.1024/1661-8157/a003116

Cited by 13 publications

(2 citation statements)

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“…In 2018, the Swiss Society for Ultrasound in Medicine (SGUM/ SSUM) created a new course on basic abdominal ultrasound for peer teaching [13]. The course has the same outline and duration as the European common course for abdominal sonography [14] but capitalizes on the strengths of near-peer teaching while circumventing its weaknesses.…”

Section: Introductionmentioning

confidence: 99%

Near-peer compared to faculty teaching of abdominal ultrasound for medical students – A randomized-controlled trial

et al. 2023

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Purpose Medical schools increasingly rely on near-peer tutors for ultrasound teaching. We set out to compare the efficacy of a blended near-peer ultrasound teaching program to that of a standard faculty course in a randomized controlled non-inferiority trial. Methods 152 medical students were randomly assigned to receive 21 hours of ultrasound teaching either by near-peer teachers or medical doctors. The near-peer course consisted of a blended learning that included spaced repetition; the faculty-led course was the European common course for abdominal sonography. Primary outcome measurement was students’ ultrasound knowledge at Month 6, assessed by structured examination (score 0 to 50). Secondary outcomes included scores at Month 0 and changes in scores after the course. Results Students in the near-peer group scored 37 points; students in the faculty group scored 31 points six months after course completion. The difference of 5.99 points (95% CI 4.48;7.49) in favor of the near-peer group was significant (p<0.001); scores immediately after the course were 3.8 points higher in the near-peer group (2.35;5.25, p<0.001). Ultrasound skills decreased significantly in the six months after course completion in the faculty group (- 2.41 points, [-3.39;-1.42], p<0.001]) but barely decreased in the near-peer group (-0.22 points, [-1.19;0.75, p=0.66]). Conclusions The near-peer course that combined blended learning and spaced repetition outperformed standard faculty teaching in basic ultrasound education. This study encourages medical schools to use peer teaching combined with e-learning and spaced repetition as an effective means to meet the increasing demand for ultrasound training. Ziel Um die wachsende Nachfrage für Ultraschalllehre zu decken, werden Near-Peer Tutoren zunehmend in die Kurse eingebunden. Wir verglichen die Effektivität von Near-Peer Lehre in einem blended learning Programm mit ärztlich-geführter Lehre in einer kontrolliert-randomisierten Nicht-Unterlegenheitsstudie. Methodik 152 Medizinstudierende wurden zu jeweils 21 Stunden Ultraschalllehre, entweder durch near-peer Tutoren oder ärztliche Tutoren randomisiert. Der Near-Peer Kurs beinhaltete Spaced Repetition, der ärztliche Kurs war der europäische Basiskurs für Abdomenultraschall. Hauptergebnis waren die Ultraschallfähigkeiten nach sechs Monaten (0-50 Punkte). Nebenergebnisse waren die Fähigkeiten direkt nach dem Kurs und die Veränderung der Fähigkeiten über sechs Monate. Ergebnisse Studierende in der Near-Peer Gruppe erreichten 37 Punkte, Studierende in der ärztlichen Gruppe 31 Punkte sechs Monate nach Kursabschluss. Der Unterschied von 5.99 Punkten (95% CI 4.48;7.49) zu Gunsten der Near-Peer Gruppe war signifikant (p<0.001). Die Punktzahlen direkt nach dem Kurs waren in der Near-Peer Gruppe 3.8 Punkte besser (2.35;5.25, p<0.001). In der ärztlichen Gruppe nahmen die Fähigkeiten über sechs Monate signifikant ab (- 2.41 Punkte, [-3.39;-1.42, p<0.001]), im Gegensatz zur Near-Peer Gruppe (-0.22 Punkte, [-1.19;0.75], p=0.66]). Schlussfolgerungen Der Near-Peer Kurs, welcher blended learning und spaced repetition kombinierte, zeigte bessere Lernergebnisse als der ärztlich-geführte Kurs. Diese Studie ermutigt medizinische Fakultäten, Near-Peer Lehre in Kombination mit spaced repetition und e-Learning anzubieten um dem steigenden Bedarf für Ultraschalltraining zu entsprechen.

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Section: Introductionmentioning

confidence: 99%

Near-peer compared to faculty teaching of abdominal ultrasound for medical students – A randomized-controlled trial

et al. 2023

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“…This method of teaching ultrasound has been structured into two parts. First, to make a detailed presentation of the ultrasound exploration of the different systems and to complete the theoretical teaching of the bachelor's years, we directed the students to the "Blended learning" site of the Institute of General Medicine of the University of Bern [10,11]. Five different modules were accessible for the students on this website to self-teach the basic foundations of medical ultrasound.…”

Section: Introductionmentioning

confidence: 99%

Use of an Online Ultrasound Simulator to Teach Basic Psychomotor Skills to Medical Students During the Initial COVID-19 Lockdown: Quality Control Study (Preprint)

Meuwly¹,

Mandralis²,

Tenisch³

et al. 2021

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BACKGROUND Teaching medical ultrasound (US) has gained in popularity in medical schools. Hands-on workshops are an essential part of teaching. The lockdown induced by COVID-19 kept our medical school from conducting these workshops. OBJECTIVE The aim of this paper is to describe an alternative method we used to allow our students to acquire the essential psychomotor skills requisite to produce US images. METHODS Our students should study online US courses. After this study, they had to practice exercises on a virtual simulator, using the mouse of their computer to control a simulated transducer. We measured the precision reached at the completion of simulation exercises. Before and after completion of the courses and simulator’s exercises, students had to complete a questionnaire dedicated to psychomotor skills. A general evaluation questionnaire was also submitted. RESULTS One hundred and ninety three students returned the pre-course questionnaire. One hundred and eighty four performed all the simulator exercises and 181 answered the post-course questionnaire. One hundred and ninety general evaluation questionnaires were sent and 136 returned (76%). The average pre-course score was 4.23 (SD 2.14), after exercising, the average post-course score was 6.36 (SD 1.82), with a significant improvement (p< .001). The post-course score was related to the accuracy with which the simulator exercises were performed (Spearman's rho 0.2664, p< 0.01). Nearly two-thirds (62.6%) of the students said they enjoyed working on the simulator. Seventy-nine (58.0%) students felt that they had achieved the course's objective of reproducing ultrasound images. Inadequate connection speed had been a problem for 40.2% of students. CONCLUSIONS The integration of an online simulator for the practical learning of US in remote mode has allowed substantial acquisitions in the psychomotor field of US diagnosis. Despite the absence of workshops, the students were able to learn and practice how to handle an US probe in order to reproduce standard images. CLINICALTRIAL Not considered as a RCT by our ethics committee (Req-2021-00589)

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Einführung eines «Peer Tutoring» -basierten, Ultraschallkurses – ein Update zum «Blended-Learning»-Basiskurs Sonografie

Kaymak¹,

Räschle

Serra³

et al. 2020

Praxis

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Zusammenfassung. Mit der Einführung des neuen Schweizer Lernzielkatalogs «PROFILES» wird die Fähigkeit, einfache sonografische Untersuchungen durchzuführen, bereits von Studierenden im Grundstudium gefordert. Durch eine Kollaboration des Berner Instituts für Hausarztmedizin und der SGUM-Sektion «Young Sonographers» wurde der klassische SGUM-Grundkurs des Moduls Abdomens in ein «Peer-Tutoring»-basiertes «Blended-Learning»-Lehrformat umgestaltet, das sich gezielt an Studierende sowie Assistenzärztinnen und -ärzte richtet. Der Basiskurs Sonografie wurde seit Jahresbeginn 2019 sukzessive an mittlerweile vier Schweizer Universitäten durch lokale Untersektionen der Young Sonographers für Studierende eingeführt. Dieser Artikel beschreibt die Implementierung des «Blended-Learning Basiskurs Sonografie» in der Schweiz und die aktuelle Aktivität der studentischen Peer-Tutoren an Schweizer Hochschulen. Wir diskutieren Erfolgsfaktoren und aktuelle Herausforderungen des Projekts sowie der Sektion Young Sonographers und blicken in die Zukunft der Ultraschallausbildung in der Schweiz.

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«Blended Learning»-Basiskurs Sonografie

Cited by 13 publications

References 1 publication

Near-peer compared to faculty teaching of abdominal ultrasound for medical students – A randomized-controlled trial

Near-peer compared to faculty teaching of abdominal ultrasound for medical students – A randomized-controlled trial

Use of an Online Ultrasound Simulator to Teach Basic Psychomotor Skills to Medical Students During the Initial COVID-19 Lockdown: Quality Control Study (Preprint)

Einführung eines «Peer Tutoring» -basierten, Ultraschallkurses – ein Update zum «Blended-Learning»-Basiskurs Sonografie

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