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

Kaymak, Deniz; Räschle, Nino; Serra, Andreas L.; Hari, Roman

doi:10.1024/1661-8157/a003494

Cited by 3 publications

(1 citation statement)

References 2 publications

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“…These workshops combine practical work on ultrasound machines with tutors and practice on a simulator. Additional optional hands-on workshops offered by the Young Sonographers (a group of students teaching ultrasound to other students) aim to complement these practical skills [6]. Primarily, these courses focus on the learning of normal anatomy in 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

Preprint

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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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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

Preprint

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Describing Ultrasound Skills Teaching by Near-Peer and Faculty Tutors Using Cognitive Apprenticeship

Hari

Caprez

Dolmans

et al. 2022

Teaching and Learning in Medicine

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Phenomenon: Ultrasound skills are becoming increasingly important in clinical practice but are resource-intensive to teach. Near-peer tutors often alleviate faculty teaching burden, but little is known about what teaching methods near-peer and faculty tutors use. Using the lens of cognitive apprenticeship, this study describes how much time faculty and near-peer tutors spend on different teaching methods during abdominal ultrasound skills training. Approach: Sixteen near-peer and 16 faculty tutors were videotaped during one 55-min practical ultrasound lesson with randomly assigned students. Videos were directly coded using Cognitive Apprenticeship teaching methods and activities. Segment durations were summed up and compared quantitatively. Findings: All 32 tutors spent most of the time on observing and helping students (Coaching, Median 29:14 minutes), followed by asking open and stimulating questions (Articulation, 12:04 minutes and demonstrating and giving explanations (Modeling, 04:50 minutes). Overall, distributions of teaching methods used were similar between faculty and near-peer tutors. However, faculty tutors spent more time on helping students manually, whereas near-peer tutors spent more time on exploring students' learning gaps and establishing a safe learning climate. Cognitive Apprenticeship was well suited as observational framework to describe ultrasound skills. Insights: Ultrasound train-the-tutor programs should particularly focus on coaching and articulation. Near-peers' similar use of teaching methods adds to the evidence that supports the use of near-peer teaching in ultrasound skills education.

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

Meuwly¹,

Mandralis²,

Tenisch³

et al. 2021

JMIR Med Educ

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Background Teaching medical ultrasound has increased in popularity in medical schools with hands-on workshops as an essential part of teaching. However, the lockdown due to COVID-19 kept medical schools from conducting these workshops. Objective The aim of this paper is to describe an alternative method used by our medical school to allow our students to acquire the essential psychomotor skills to produce ultrasound images. Methods Our students took online ultrasound courses. Consequently, they had to practice ultrasound exercises on a virtual simulator, using the mouse of their computer to control a simulated transducer. Our team 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 A total of 193 students returned the precourse questionnaire. A total of 184 performed all the simulator exercises and 181 answered the postcourse questionnaire. Of the 180 general evaluation questionnaires that were sent out, 136 (76%) were returned. The average precourse score was 4.23 (SD 2.14). After exercising, the average postcourse score was 6.36 (SD 1.82), with a significant improvement (P<.001). The postcourse score was related to the accuracy with which the simulator exercises were performed (Spearman rho 0.2664; P<.001). Nearly two-thirds (n=84, 62.6%) of the students said they enjoyed working on the simulator. A total of 79 (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% (n=54) of students. Conclusions The integration of an online simulator for the practical learning of ultrasound in remote learning situations has allowed for substantial acquisitions in the psychomotor field of ultrasound diagnosis. Despite the absence of workshops, the students were able to learn and practice how to handle an ultrasound probe to reproduce standard images. This study enhances the value of online programs in medical education, even for practical skills.

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

Cited by 3 publications

References 2 publications

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

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

Describing Ultrasound Skills Teaching by Near-Peer and Faculty Tutors Using Cognitive Apprenticeship

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

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