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