Comparison of peer-assisted learning with expert-led learning in medical school ultrasound education: a systematic review and meta-analysis

Bapuji, Raj; Eagles, Debra; Ferreira, Nathan; Hecht, Nathan; Zhang, Yuxin; Woo, Michael Y.; Cheung, Warren J.; Ly, Valentina; Pageau, Paul

doi:10.1007/s43678-024-00663-x

Cited by 3 publications

(1 citation statement)

References 28 publications

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“…El entrenamiento, al inicio, puede provenir de profesionales en el área (Ginecólogos o radiólogos), con el tiempo, contemplar el aprendizaje asistido por compañeros (peer-assisted learning), puede ser una opción viable pues se ha visto que es una alternativa razonable al aprendizaje proporcionado por expertos, esto especialmente en la enseñanza de habilidades en POCUS a estudiantes de medicina (Bapuji et al 2024).…”

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Ultrasonido por estudiantes de medicina en Guatemala ¿Es posible?

Roblero Roblero

2024

RevSEP

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OBJETIVO: evaluar la posibilidad de realizar ultrasonido (US) por estudiantes de medicina en Guatemala, especialmente los que cursan el sexto año en la Facultad de Ciencias Médicas de la Universidad de San Carlos de Guatemala (USAC). MÉTODOS: se revisaron y analizaron diversos artículos científicos relacionados con el tema a abordar. RESULTADOS: se evidenció la clara necesidad de la integración de un curso de radiología por parte de la Facultad de Ciencias Médicas de la USAC. Diversos estudios alucen al valor del ultrasonido en la educación médica de pregrado, llegando incluso a nombrarla el nuevo estetoscopio del siglo XXI. Se identificaron dos limitaciones principales en la integración de US: carencia de equipo y la inexistencia de un curso de ultrasonografía básica en la facultad. Utilizar el US a modo de diagnóstico podría no ser factible dado que el tiempo de entrenamiento puede ser muy corto para un estudiante de medicina, pero el campo es amplio, por lo que considerar la incorporación del US en una rama, la obstétrica, sería viable y útil, principalmente en las zonas rurales. CONCLUSIONES: es factible que los estudiantes de medicina realicen US, a pesar de que parezca imposible dada las limitaciones que se puedan encontrar. Incorporar contenido académico relacionado con ultrasonografía a las competencias de los estudiantes de medicina en el último año de su carrera, marcaría el principio de la implementación de esta herramienta.

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Section: ¿Cómo Empezar?unclassified

Ultrasonido por estudiantes de medicina en Guatemala ¿Es posible?

Roblero Roblero

2024

RevSEP

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Student Ultrasound Education, Current Views and Controversies; Who Should be Teaching?

Barth,

Prosch,

Blaivas

et al. 2024

Z Gastroenterol

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Acquiring diagnostic ultrasound competencies and skills is crucial in modern health care, and achieving the practical experience is vital in developing the necessary anatomy interpretation and scan acquisition skills. However, traditional teaching methods may not be sufficient to provide hands-on practice, which is essential for this skill acquisition. This paper explores various modalities and instructors involved in ultrasound education to identify the most effective approaches. The field of ultrasound instruction is enriched by the diverse roles of physicians, anatomists, peer tutors, and sonographers. All these healthcare professionals can inspire and empower the next generation of ultrasound practitioners with continuous training and support. Physicians bring their clinical expertise to the table, while anatomists enhance the understanding of anatomical knowledge through ultrasound integration. Peer tutors, often medical students, provide a layer of social congruence and motivation to the learning process. Sonographers provide intensive practical experience and structured learning plans to students. By combining different instructors and teaching methods, success can be achieved in ultrasound education. An ultrasound curriculum organized by experts in the field can lead to more efficient use of resources and better learning outcomes. Empowering students through peer-assisted learning can also ease the burden on faculty. Every instructor must receive comprehensive didactic training to ensure high-quality education in diagnostic ultrasound.

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Ultrasound education, competencies and expected future use among medical interns in Denmark: a national cross-sectional study

Gram,

Purup,

Eriksen

et al. 2024

BMC Med Educ

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Background Point-of-care ultrasound is increasingly used across medical specialties, calling for timely and relevant ultrasound education in specialty training. To enable customizing such education, we aimed to explore medical interns’ received ultrasound education during medical school and internship, perceived scanning competencies, evaluation of received education, future expectations for using ultrasound, and tendencies for perceiving ultrasound competence. Methods This was a national cross-sectional study. We developed a questionnaire based on a theoretical conceptual model, individual interviews with medical interns and focus groups with medical students, followed by pilot testing. The questionnaire was distributed to all medical interns in Denmark ( N = 1231). Data were summarized with descriptive statistics. Differences between universities and tendencies for perceiving ultrasound competence were analyzed with Fisher’s exact tests and modified Poisson regression, respectively. Results Responses from 420 (34.1%) interns were included. Although varying across medical schools, 95.7% received formal ultrasound training and 86.0% encountered ultrasound examinations through clinical rotation. During internship, 44.2% received formal training, while 68.5% had to pursue it independently. Ultrasound examinations during clinical work were observed by 73.2% and performed by 47.6%. Common ultrasound usage barriers were insufficient scanning routine, supervision, knowledge, confidence and mental surplus. Ultrasound competence gain from medical school and internship was reported by 75.2% and 55.3%, respectively, but mainly to lesser/some extent. Most desired more training, expected to use ultrasound in the future (71.0%) and considered it a core competence (73.0%). Perceived ultrasound competence was significantly associated with receiving practical (RR: 4.08) or both practical and theoretical education (RR: 4.34) in medical school, and practical training on patients (RR: 1.09), required number of performed scans (RR: 1.06), competence test(s) (RR: 1.07), and/or consulting books/encyclopedia (RR:1.07) during internship. Conclusions Ultrasound training is part of medical school curricula but varies in type and extent. While most encounter and many use ultrasound during internships, formal training is less integrated. Most desire more training and attitudes towards future ultrasound usage are positive. Filled curricula pose dilemmas for prioritization and several barriers prevail for using ultrasound, representing missed opportunities for competence development and maintenance. Training governance and scaffolding continuous learning may be needed. Trial registration None. Supplementary Information The online version contains supplementary material available at 10.1186/s12909-024-06510-y.

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Comparison of peer-assisted learning with expert-led learning in medical school ultrasound education: a systematic review and meta-analysis

Cited by 3 publications

References 28 publications

Ultrasonido por estudiantes de medicina en Guatemala ¿Es posible?

Ultrasonido por estudiantes de medicina en Guatemala ¿Es posible?

Student Ultrasound Education, Current Views and Controversies; Who Should be Teaching?

Ultrasound education, competencies and expected future use among medical interns in Denmark: a national cross-sectional study

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