Department of Family Medicine, McKay-Dee Hospital Center, 1074 E 4050 S, Ogden, UT 84403, USA.
J Ultrasound Med. 2012 Mar;31(3):455-9. doi: 10.7863/jum.2012.31.3.455.
Bedside sonography is a growing field of medicine, but there is little evidence about how to teach it to medical students. A peer-mentoring system may help preclinical medical students learn bedside sonography.
In 2008 and 2009, participating first-year medical students completed an image recognition test at 0, 2, and 4 months and were randomized to an early or a late intervention group. In hands-on sessions, senior medical students taught the early intervention group how to perform a Trinity hypotensive ultrasound protocol between months 0 and 2 and then taught the late intervention group the Trinity protocol between months 2 and 4. Participants completed a practical examination at month 4. We measured the improvement in knowledge after the intervention and retention of knowledge and skills in the early intervention group at month 4. First-year medical students completed precourse and postcourse surveys about comfort and skills with sonography.
Eighty-six first-year medical students enrolled; 79 completed the precourse survey; 54 completed all knowledge tests; 52 completed the practical examination; and 49 completed the postcourse survey. Of the 125 nonparticipants, 109 completed the precourse survey, and 25 completed the postcourse survey. Participants' knowledge scores increased by 30% after the intervention. The early intervention group retained 92% of the knowledge gained. Thirty-six percent of participants were able to complete the Trinity protocol in 15 minutes during the practical examination, with no significant difference between the early and late intervention groups. Participants responded positively about the experience and indicated that hands-on sessions were helpful.
Peer mentoring is a useful method for teaching sonography to preclinical medical students.
床边超声是医学领域的一个新兴分支，但关于如何向医学生教授这一技能的证据很少。同伴指导系统可能有助于帮助医预学生学习床边超声。
2008 年和 2009 年，参与的一年级医学生在 0、2 和 4 个月时完成了图像识别测试，并随机分为早期干预组或晚期干预组。在实践课程中，高年级医学生在 0 至 2 个月期间向早期干预组教授 Trinity 降压超声方案，然后在 2 至 4 个月期间向晚期干预组教授 Trinity 方案。参与者在 4 个月时完成了实践考试。我们衡量了干预后的知识进步以及早期干预组在 4 个月时的知识和技能保留情况。一年级医学生在课前和课后完成了关于对超声舒适度和技能的调查。
86 名一年级医学生入学；79 人完成了课前调查；54 人完成了所有知识测试；52 人完成了实践考试；49 人完成了课后调查。在 125 名未参与者中，有 109 人完成了课前调查，25 人完成了课后调查。参与者的知识得分在干预后提高了 30%。早期干预组保留了 92%的所学知识。在实践考试中，有 36%的参与者能够在 15 分钟内完成 Trinity 方案，早期干预组和晚期干预组之间没有显著差异。参与者对该体验反应积极，并表示实践课程很有帮助。
同伴指导是向医预学生教授超声的一种有用方法。
