Skip to main content
Key Specialties
Cardiology Diabetology Endocrinology Gastroenterology Geriatrics and Gerontology Gynecology and Obstetrics Hematology Infectious Disease Internal Medicine Nephrology Neurology Oncology Pediatrics Respiratory Medicine Rheumatology Surgery
Congress Coverage
2024 ACC Congress 2023 ESMO Congress 2023 EASD Congress 2023 ERS Congress 2023 ESC Congress
Clinical Collections
Advances in Alzheimer’s

At a glance: The ONWARDS insulin icodec trials

A round-up of the ONWARDS phase 3 clinical trials evaluating the novel weekly insulin icodec in people with diabetes.
ADVANCED SEARCH
Log in
Top
European Journal of Trauma and Emergency Surgery
Published in: European Journal of Trauma and Emergency Surgery 1/2018

01-02-2018 | Original Article

Basic echocardiography for undergraduate students: a comparison of different peer-teaching approaches

Authors: G. Gradl-Dietsch, A. K. Menon, A. Gürsel, A. Götzenich, N. Hatam, A. Aljalloud, S. Schrading, F. Hölzl, M. Knobe

Published in: European Journal of Trauma and Emergency Surgery | Issue 1/2018

Login to get access

Abstract

Background

The aim of this study was to assess the impact of different teaching interventions in a peer-teaching environment on basic echocardiography skills and to examine the influence of gender on learning outcomes.

Methods

We randomly assigned 79 s year medical students (55 women, 24 men) to one of four groups: peer teaching (PT), peer teaching using Peyton’s four-step approach (PPT), team based learning (TBL) and video-based learning (VBL). All groups received theoretical and practical hands-on training according to the different approaches. Using a pre–post-design we assessed differences in theoretical knowledge [multiple choice (MC) exam], practical skills (Objective Structured Practical Examination, OSPE) and evaluation results with respect to gender.

Results

There was a significant gain in theoretical knowledge for all students. There were no relevant differences between the four groups regarding the MC exam and OSPE results. The majority of students achieved good or very good results. Acceptance of the peer-teaching concept was moderate and all students preferred medical experts to peer tutors even though the overall rating of the instructors was fairly good. Students in the Video group would have preferred a different training method. There was no significant effect of gender on evaluation results.

Conclusions

Using different peer-teaching concepts proved to be effective in teaching basic echocardiography. Gender does not seem to have an impact on effectiveness of the instructional approach. Qualitative analysis revealed limited acceptance of peer teaching and especially of video-based instruction.
Literature
1.
2.
Laursen CB, Sloth E, Lambrechtsen J, Lassen AT, Madsen PH, Henriksen DP, Davidsen JR, Rasmussen F. Focused sonography of the heart, lungs, and deep veins identifies missed life-threatening conditions in admitted patients with acute respiratory symptoms. Chest. 2013;144(6):1868–75.CrossRefPubMed
3.
Spencer KT, Kimura BJ, Korcarz CE, Pellikka PA, Rahko PS, Siegel RJ. Focused cardiac ultrasound: recommendations from the American Society of Echocardiography. J Am Soc Echocardiogr. 2013;26(6):567–81.CrossRefPubMed
4.
Breitkreutz R, Walcher F, Seeger FH. Focused echocardiographic evaluation in resuscitation management: concept of an advanced life support-conformed algorithm. Crit Care Med. 2007;35:150–61.CrossRef
5.
Kuhl M, Wagner R, Bauder M, Fenik Y, Riessen R, Lammerding-Koppel M, Gawaz M, Fateh-Moghadam S, Weyrich P, Celebi N. Student tutors for hands-on training in focused emergency echocardiography—a randomized controlled trial. BMC Med Educ. 2012;12:101–6.CrossRefPubMedPubMedCentral
6.
Nielsen DG, Gotzsche O, Eika B. Objective structured assessment of technical competence in transthoracic echocardiography: a validity study in a standardised setting. BMC Med Educ. 2013;13:47.CrossRefPubMedPubMedCentral
7.
Knobe M, Carow JB, Ruesseler M, Leu BM, Simon M, Beckers SK, Ghassemi A, Sönmez TT, Pape H-C. Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial. BMC Med Educ. 2012;12(1):85.CrossRefPubMedPubMedCentral
8.
Knobe M, Munker R, Sellei RM, Holschen M, Mooij SC, Schmidt-Rohlfing B, Niethard FU, Pape HC. Peer teaching: a randomised controlled trial using student-teachers to teach musculoskeletal ultrasound. Med Educ. 2010;44(2):148–55.CrossRefPubMed
9.
Gradl-Dietsch G, Korden T, Modabber A, Sonmez TT, Stromps JP, Ganse B, Pape HC, Knobe M. Multidimensional approach to teaching anatomy—do gender and learning style matter? Ann Anat. 2016;208:158–64.CrossRefPubMed
10.
Ross MT, Cameron HS. Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30. Med Teach. 2007;29(6):527–45.CrossRefPubMed
11.
Krautter M, Weyrich P, Schultz JH, Buss SJ, Maatouk I, Junger J, Nikendei C. Effects of Peyton’s four-step approach on objective performance measures in technical skills training: a controlled trial. Teach Learn Med. 2011;23(3):244–50.CrossRefPubMed
12.
Herrmann-Werner A, Nikendei C, Keifenheim K, Bosse HM, Lund F, Wagner R, Celebi N, Zipfel S, Weyrich P. “Best practice” skills lab training vs. a “see one, do one” approach in undergraduate medical education: an RCT on students’ long-term ability to perform procedural clinical skills. PLoS One. 2013;8(9):e76354.CrossRefPubMedPubMedCentral
13.
Peyton JWR. Teaching in the theatre. In: Peyton JWR, editors. Teaching and learning in medical practice. Rickmansworth, UK: Manticore Europe Limited; 1998. p. 171–80.
14.
Parmelee D, Michaelsen LK, Cook S, Hudes PD. Team-based learning: a practical guide: AMEE guide no. 65. Med Teach. 2012;34(5):e275–87.CrossRefPubMed
15.
Ellaway R, Masters K. AMEE Guide 32: e-Learning in medical education Part 1: learning, teaching and assessment. Med Teach. 2008;30(5):455–73.CrossRefPubMed
16.
Weber U, Constantinescu MA, Woermann U, Schmitz F, Schnabel K. Video-based instructions for surgical hand disinfection as a replacement for conventional tuition? A randomised, blind comparative study. GMS J Med Educ. 2016;33(4):Doc57.PubMedPubMedCentral
17.
Guillot A, Champely S, Batier C, Thiriet P, Collet C. Relationship between spatial abilities, mental rotation and functional anatomy learning. Adv Health Sci Educ. 2007;12(4):491–507.CrossRef
18.
Garg AX, Norman G, Sperotable L. How medical students learn spatial anatomy. The Lancet. 2001;357(9253):363–4.CrossRef
19.
Thorson CM, Kelly JP, Forse RA, Turaga KK. Can we continue to ignore gender differences in performance on simulation trainers? J Laparoendosc Adv Surg Tech. 2011;21(4):329–33.CrossRef
20.
Mooij SC, Antony P, Ruesseler M, Pfeifer R, Drescher W, Simon M, Pape HC, Knobe M. Gender-specific evaluation of student’s career planning during medical study in terms of orthopaedic trauma. Z Orthop Unfall. 2011;149(4):389–94.CrossRefPubMed
21.
22.
Harden RM, Cairncross RG. Assessment of practical skills: the Objective Structured Practical Examination (OSPE). Studies High Educ. 1980;5:187–96.CrossRef
23.
Khan KZ, Ramachandran S, Gaunt K, Pushkar P. The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part I: an historical and theoretical perspective. Med Teach. 2013;35(9):1437–46.CrossRef
24.
25.
Haq I, Higham J, Morris R, Dacre J. Effect of ethnicity and gender on performance in undergraduate medical examinations. Med Educ. 2005;39(11):1126–8.CrossRefPubMed
26.
Smits PB, Verbeek JH, Nauta MC, Ten Cate TJ, Metz JC, van Dijk FJ. Factors predictive of successful learning in postgraduate medical education. Med Educ. 2004;38(7):758–66.CrossRefPubMed
27.
McDonough CM, Horgan A, Codd MB, Casey PR. Gender differences in the results of the final medical examination at University College Dublin. Med Educ. 2000;34(1):30–4.CrossRefPubMed
28.
Szczepanik A, Spieszny M, Klocek T, Szczepanik M, Goroszeniuk D, Kubisz A, Kulig J. Motor coordination assessment in practicing surgeons and medical students. Acta Chir Belg. 2009;110(3):317–22.CrossRef
29.
Celebi N, Zwirner K, Lischner U, Bauder M, Ditthard K, Schurger S, Riessen R, Engel C, Balletshofer B, Weyrich P. Student tutors are able to teach basic sonographic anatomy effectively—a prospective randomized controlled trial. Ultraschall Med. 2012;33(2):141–5.CrossRefPubMed
30.
Knobe M, Holschen M, Mooij S, Sellei R, Munker R, Antony P, Pfeifer R, Drescher W, Pape H. Knowledge transfer of spinal manipulation skills by student–teachers: a randomised controlled trial. Eur Spine J. 2012;21(5):992–8.CrossRefPubMedPubMedCentral
31.
Gormley GJ, Collins K, Boohan M, Bickle IC, Stevenson M. Is there a place for e-learning in clinical skills? A survey of undergraduate medical students’ experiences and attitudes. Med Teach. 2009;31(1):e6–12.CrossRefPubMed
32.
Heiberg J, Hansen LS, Wemmelund K, Sorensen AH, Ilkjaer C, Cloete E, Nolte D, Roodt F, Dyer R, Swanevelder J, et al. Point-of-care clinical ultrasound for medical students. Ultrasound Int Open. 2015;1(2):E58–66.CrossRefPubMedPubMedCentral
Metadata
Title
Basic echocardiography for undergraduate students: a comparison of different peer-teaching approaches
Authors
G. Gradl-Dietsch
A. K. Menon
A. Gürsel
A. Götzenich
N. Hatam
A. Aljalloud
S. Schrading
F. Hölzl
M. Knobe
Publication date
01-02-2018
Publisher
Springer Berlin Heidelberg
Published in
European Journal of Trauma and Emergency Surgery / Issue 1/2018
Print ISSN: 1863-9933
Electronic ISSN: 1863-9941
DOI
https://doi.org/10.1007/s00068-017-0819-1

Other articles of this Issue 1/2018

European Journal of Trauma and Emergency Surgery 1/2018 Go to the issue

Original Article

End cap versus no end cap in intramedullary nailing for displaced midshaft clavicle fractures: influence on implant-related irritation

Original Article

Routine versus selective chest and abdominopelvic CT-scan in conscious blunt trauma patients: a randomized controlled study

Original Article

Prevalence of negative CT scans in a level one trauma center

Original Article

Prevalence and main determinants of early post-traumatic thromboembolism in patients requiring ICU admission

Original Article

In vivo knee rotational stability 2 years after double-bundle and anatomic single-bundle ACL reconstruction

Original Article

Improved outcomes for hepatic trauma in England and Wales over a decade of trauma and hepatobiliary surgery centralisation