Outcomes of three different ways to train medical students as ultrasound tutors

摘要

In 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. A 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). With 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??0.001. Peer-student tutors, who were trained with a course or an internship or a course and internship improved their theoretical knowledge and their practical scanning skills significantly and to a comparable degree.