000K utf8 1100 $c2020 1500 eng 2050 urn:nbn:de:gbv:8:3-2022-00195-7 2051 10.1186/s12909-020-02431-8 3000 Eimer, Christine 3010 Caliebe, Amke 3010 Duschek, Max 3010 Elke, Gunnar 3010 Jung, Andreas Emanuel 3010 Lindner, Matthias 3010 Weiler, Norbert 3010 Zick, Günther 4000 Video-based, student tutor- versus faculty staff-led ultrasound course for medical students - a prospective randomized study [Eimer, Christine] 4209 Background Ultrasound education is propagated already during medical school due to its diagnostic importance. Courses are usually supervised by experienced faculty staff (FS) with patient bedside examinations or students among each other but often overbooked due to limited FS availability. To overcome this barrier, use of teaching videos may be advantageous. Likewise, peer teaching concepts solely with trained student tutors have shown to be feasible and effective. The aim was to evaluate 1) objective learning outcomes of a combined video-based, student-tutor (ViST) as compared to a FS-led course without media support, 2) acceptance and subjective learning success of the videos. Methods Two ultrasound teaching videos for basic and advanced abdominal ultrasound (AU) and transthoracic echocardiography (TTE) were produced and six students trained as tutors. Fourth-year medical students (N = 96) were randomized to either the ViST- or FS course (6 students per tutor). Learning objectives were defined equally for both courses. Acquired practical basic and advanced ultrasound skills were tested in an objective structured clinical examination (OSCE) using modified validated scoring sheets with a maximum total score of 40 points. Acceptance and subjective learning success of both videos were evaluated by questionnaires based on Kirkpatrick's evaluation model with scale-rated closed and open questions. Results 79 of 96 medical students completed the OSCE and 77 could be finally analyzed. There was no significant difference in the mean total point score of 31.3 in the ViST (N = 42) and 32.7 in the FS course (N = 35, P = 0.31) or in any of the examined basic or advanced ultrasound skill subtasks. Of the 42 ViST participants, 29 completed the AU and 27 the TTE video questionnaire. Acceptance and subjective learning success of both videos was rated positively in 14-52% and 48-88% of the rated responses to each category, respectively. Attendance of either the student or faculty tutor was deemed necessary in addition to the videos. Conclusions A ViST versus FS teaching concept was able to effectively teach undergraduate students in AU and TTE, albeit acceptance of the teaching videos alone was limited. However, the ViST concept has the potential to increase course availability and FS resource allocation. 4950 https://doi.org/10.1186/s12909-020-02431-8$xR$3Volltext$534 4950 https://nbn-resolving.org/urn:nbn:de:gbv:8:3-2022-00195-7$xR$3Volltext$534 4961 https://macau.uni-kiel.de/receive/macau_mods_00002608 5051 600 5051 610 5550 Clinical Competence 5550 Curriculum 5550 Echocardiography 5550 Education 5550 Education, Medical, Undergraduate 5550 Educational Measurement 5550 Faculty, Medical 5550 Humans 5550 Learning 5550 Medical Student 5550 Mentoring 5550 Motivation 5550 Osce 5550 Peer Group 5550 Peer-teaching 5550 Peer-to-peer Teaching 5550 Prospective Studies 5550 Single-Blind Method 5550 Students, Medical 5550 Student Tutor 5550 Teaching 5550 Teaching 5550 Ultrasonography 5550 ultrasound 5550 Undergraduate 5550 Video Recording 5550 Video-Tutorial