Outcomes of three different ways to train medical students as ultrasound tutors
Outcomes of three different ways to train medical students as ultrasound tutors
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DOI：
10.1186/s12909-019-1556-4
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发表时间：
2019-05-02
影响因子：
3.6
通讯作者：
Froehlich, Eckhart
中科院分区：
文献类型：
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作者：
Celebi, Nora;Griewatz, Jan;Froehlich, Eckhart
背景为了在资源匮乏的情况下提供全院范围的本科超声培训，许多医学院聘请训练有素的同行辅导老师来监督实践培训。然而，指导超声同伴辅导员培训的数据却很少。我们进行了一项前瞻性准随机研究，以评估只接受一门课程、只接受实习以及课程与实习相结合的同伴辅导教师的理论知识和实践扫描技能的获得。方法对44名同伴辅导教师进行为期一周的培训(C组，n=21)、仅实习(I组，n=10)或通过课程加实习(CI组，n=13)。结果在三种教育理念下，同伴导师在理论知识(C组+90%，I组+61.5%，CI组+114.0%)和实际扫描技能(C组+112.0%，I组+155.0%，CI组+123.5%)方面均有显著和可比的增长
BackgroundIn order to provide faculty-wide undergraduate ultrasound training in times of scarce resources, many medical faculties employ trained peer-student tutors to oversee the hands-on training. However, data to guide the training of ultrasound peer-student tutors are scarce. We conducted a prospective quasi-randomized study to assess the gain in theoretical knowledge and practical scanning skills of peer-student tutors who were trained with a course only, an internship only, or the combination of a course and an internship.MethodsA total of 44 peer-student tutors were trained by a one-week course only (C-Group, n=21), by an internship only (I-Group, n=10) or by a course and an internship (CI-Group, n=13). Prior to and after the completion of the training the peer-student tutors completed an MC-test (theoretical knowledge) and an OSCE (practical scanning skills).ResultsWith all three education concepts, the peer-student tutors had significant and comparable gains in theoretical knowledge (C-group +90%, I-group +61.5%, CI-group +114.0%) and practical scanning skills (C-group +112.0%, I-group +155.0% and CI-group +123.5%), all p