Near-peer compared to faculty teaching of abdominal ultrasound for medical students – A randomized-controlled trial

Abstract

Purpose Medical schools increasingly rely on near-peer tutors for ultrasound teaching. We set out to compare the efficacy of a blended near-peer ultrasound teaching program to that of a faculty course in a randomized controlled trial.

Methods 152 medical students received 21 hours of ultrasound teaching either by near-peer teachers or medical doctors. The near-peer course consisted of blended learning that included spaced repetition. The faculty-led course was the European common course for abdominal sonography. The primary outcome measurement was the students’ ultrasound knowledge at month 6, assessed by structured examination (score 0 to 50). Secondary outcomes included scores at month 0 and changes in scores after the course.

Results Students in the near-peer group scored 37 points, and students in the faculty group scored 31 points six months after course completion. The difference of 5.99 points (95% CI 4.48;7.49) in favor of the near-peer group was significant (p<0.001). Scores immediately after the course were 3.8 points higher in the near-peer group (2.35; 5.25, p<0.001). Ultrasound skills decreased significantly in the six months after course completion in the faculty group (–2.41 points, [–3.39; –1.42], p<0.001]) but barely decreased in the near-peer group (–0.22 points, [–1.19; 0.75, p=0.66]).

Conclusion The near-peer course that combined blended learning and spaced repetition outperformed standard faculty teaching in basic ultrasound education. This study encourages medical schools to use peer teaching combined with e-learning and spaced repetition as an effective means to meet the increasing demand for ultrasound training.

Zusamenfassung

Ziel Um die wachsende Nachfrage nach Lehreinheiten im Ultraschall zu decken, werden Near-Peer-Tutoren zunehmend in die Kurse eingebunden. Wir verglichen die Effektivität der Near-Peer-Lehre in einem „Blended-learning“-Programm mit der ärztlich geführten Lehre in einer kontrolliert-randomisierten Nichtunterlegenheitsstudie.

Methodik 152 Medizinstudierende wurden zu jeweils 21 Stunden Ultraschalllehre, entweder durch Near-Peer-Tutoren oder ärztliche Tutoren randomisiert. Der Near-Peer-Kurs beinhaltete „Spaced Repetition“, der ärztliche Kurs war der europäische Basiskurs für Abdomen-Ultraschall. Hauptergebnis waren die Ultraschallfähigkeiten nach 6 Monaten (0–50 Punkte). Nebenergebnisse waren die Fähigkeiten direkt nach dem Kurs und die Veränderung der Fähigkeiten über 6 Monate.

Ergebnisse Studierende in der Near-Peer-Gruppe erreichten 6 Monate nach Kursabschluss 37 Punkte, Studierende in der ärztlichen Gruppe 31 Punkte. Der Unterschied von 5,99 Punkten (95%-CI 4,48/7,49) zugunsten der Near-Peer-Gruppe war signifikant (p<0.001). Die Punktzahlen direkt nach dem Kurs waren in der Near-Peer-Gruppe 3,8 Punkte besser (2,35/5,25; p<0.001). In der ärztlichen Gruppe nahmen die Fähigkeiten über 6 Monate signifikant ab (–2,41 Punkte, [–3,39/–1,42, p<0.001]), im Gegensatz zur Near-Peer-Gruppe (–0,22 Punkte, [–1,19/0,75], p=0.66]). Schlussfolgerungen: Der Near-Peer-Kurs, welcher „blended Learning“ und „Spaced Repetition“ kombinierte, zeigte bessere Lernergebnisse als der ärztlich geführte Kurs. Diese Studie ermutigt medizinische Fakultäten, die Near-Peer-Lehre in Kombination mit „Spaced Repetition“ und e-Learning anzubieten, um dem steigenden Bedarf nach Ultraschalltraining zu entsprechen.

Keywords

Education, Training, Quality Assurance - Abdomen - Near-Peer Teaching - Spaced repetition

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