Cowan Brandon, Brackney Abigail, Barremkala Mallikarjuna
Oakland University William Beaumont School of Medicine, Rochester, MI USA.
Department of Emergency Medicine, Beaumont Health, Royal Oak, MI USA.
Med Sci Educ. 2021 Aug 4;31(5):1663-1668. doi: 10.1007/s40670-021-01357-0. eCollection 2021 Oct.
A new technology in medical education is ultrasound simulation, which has been shown to help students learn while reducing load on clinical instructors. The goal of this study is to compare the efficacy of teaching using ultrasound simulators versus more traditional instructor-led sessions with ultrasound machines.
Ultrasound was used to teach cardiac anatomy and physiology to medical students. Volunteers in one group were instructed using an ultrasound simulator (SonoSim) with built-in lessons; the other group received a traditional instructor-led session with an ultrasound machine. Efficacy of each type of teaching was assessed by measuring improvement from a pre-session test to a post-session test, using a one-sample paired t-test to compare averages between groups. Participants were given a survey to solicit opinions of the lessons.
Twenty-one medical students participated, with 12 in the instructor-led group and 9 in the simulator group. Both groups increased their test scores from pre-session to post-session; the average increase was 5% in the instructor-led and 10% in the simulator group ( = 0.437). There was no statistically significant difference between groups in how effective or enjoyable the lesson felt. Participants from either group who tried both methods were likely to prefer the traditional ultrasound teaching.
Self-guided learning with simulators and traditional instructor-led lectures are both effective for teaching basic cardiac anatomy and physiology via ultrasound. However, most students prefer learning with instructors if given the opportunity. Self-guided ultrasound simulators may serve as an effective standalone learning method or an adjunct to instructor-led sessions.
医学教育中的一项新技术是超声模拟，已证明它有助于学生学习，同时减轻临床教师的负担。本研究的目的是比较使用超声模拟器教学与更传统的教师使用超声机器授课的效果。
使用超声向医学生教授心脏解剖学和生理学。一组志愿者使用带有内置课程的超声模拟器（SonoSim）进行指导；另一组接受教师使用超声机器进行的传统授课。通过测量课前测试到课后测试的进步情况来评估每种教学方式的效果，使用单样本配对t检验比较两组的平均值。参与者接受了一项调查，以征求对课程的意见。
21名医学生参与，教师授课组有12人，模拟器组有9人。两组从课前到课后的测试成绩均有所提高；教师授课组平均提高5%，模拟器组平均提高10%（P = 0.437）。两组在课程的有效性或趣味性方面没有统计学上的显著差异。尝试过两种方法的两组参与者都可能更喜欢传统的超声教学。
使用模拟器的自主学习和传统的教师授课对于通过超声教授基本心脏解剖学和生理学都是有效的。然而，如果有机会，大多数学生更喜欢与教师一起学习。自主超声模拟器可以作为一种有效的独立学习方法或教师授课的辅助手段。
