Expert learning in musculoskeletal ultrasound – an international observational study

Abstract

Purpose

To examine the effect of discovery learning on musculoskeletal ultrasound (MSUS) performance and to explore how expert learners engage in a collaborative learning environment.

Materials and Methods

Experts in MSUS participated in a discovery learning session where they were divided into groups. Each participant had one attempt to solve the same MSUS case and could seek assistance from other group members or learning resources. The video-recorded sessions were analyzed using both quantitative and qualitative methods. Performance was assessed using the validated Objective Structured Assessment of Ultrasound Skills (OSAUS) tool (1–5 points per item), and an outcome score was calculated based on the number of correct MSUS images (0–4). Participants’ comfort and perception of discovery learning were evaluated using a 5-point Likert scale questionnaire.

Results

28 MSUS experts from 13 different countries completed the study. The mean OSAUS score (standard deviation) was 3.96 (0.5), and the mean outcome score was 1.89 (0.9). Using Pearson’s correlation coefficient, we found a significant correlation between the OSAUS score and the outcome score (0.72, p < .001). The qualitative analysis revealed that the experts used actions associated with adaptive expertise and that social hierarchy persisted in the collaborative learning environment. Finally, we found high comfort with and acceptance of the discovery learning approach.

Conclusion

Discovery learning may be an effective teaching strategy for future advanced MSUS courses, including international Teach-the-Teachers courses. Since social hierarchy was present, a facilitator is necessary during collaborative training.

Zusammenfassung

Ziel

Untersuchung der Auswirkungen des entdeckenden Lernens auf die Leistung im muskuloskelettalen Ultraschall (MSUS) und Erforschung der Art und Weise, wie Experten in einer kollaborativen Lernumgebung lernen.

Material und Methoden

MSUS-Experten nahmen an einer Lerneinheit zum entdeckenden Lernen teil, bei der sie in Gruppen eingeteilt wurden. Jeder Teilnehmer hatte einen Versuch, um denselben MSUS-Fall zu lösen, und konnte dabei die Hilfe anderer Gruppenmitglieder oder Lernressourcen in Anspruch nehmen. Die Videoaufzeichnungen der Sitzungen wurden sowohl mit quantitativen als auch mit qualitativen Methoden analysiert. Die Leistung wurde mithilfe des validierten Tools OSAUS („Objective Structured Assessment of Ultrasound Skills)“ bewertet (1–5 Punkte pro Aufgabe) und ein Ergebnis-Score wurde anhand der Anzahl der korrekten MSUS-Bilder (0–4) berechnet. Das Wohlbefinden der Teilnehmer und ihre Wahrnehmung des entdeckenden Lernens wurden mit einem Fragebogen auf einer 5-Punkte-Likert-Skala bewertet.

Ergebnisse

28 MSUS-Experten aus 13 verschiedenen Ländern nahmen an der Studie teil. Der mittlere OSAUS-Score (Standardabweichung) betrug 3,96 (0,5) und der mittlere Ergebnis-Score 1,89 (0,9). Mithilfe des Korrelationskoeffizienten nach Pearson stellten wir eine signifikante Korrelation zwischen dem OSAUS-Score und dem Ergebnis-Score fest (0,72, p <0,001). Die qualitative Analyse ergab, dass die Experten Maßnahmen im Zusammenhang mit adaptiver Expertise ergriffen und dass die soziale Hierarchie in der gemeinsamen Lernumgebung fortbestand. Schließlich stellten wir fest, dass der Ansatz des entdeckenden Lernens sehr gut angenommen wurde und auf hohe Akzeptanz stieß.

Schlussfolgerung

Das entdeckende Lernen könnte eine effektive Lehrstrategie für zukünftige fortgeschrittene MSUS-Kurse sein, einschließlich internationaler Teach-the-Teachers-Kurse. Da eine soziale Hierarchie vorhanden war, ist während des kollaborativen Trainings ein Moderator erforderlich.

Keywords

Education, Training, Quality Assurance - Clinical training - METHODS & TECHNIQUES - ultrasound - Continuing medical education - Musculoskeletal System

Publikationsverlauf

Eingereicht: 17. Dezember 2024

Angenommen nach Revision: 29. Januar 2025

Artikel online veröffentlicht:
08. April 2025

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