Miller Cassidy, Weindruch Louisa, Gibson John
Texas College of Osteopathic Medicine Texas USA.
POCUS J. 2022 Apr 21;7(1):166-170. doi: 10.24908/pocus.v7i1.15019. eCollection 2022.
: At Texas College of Osteopathic Medicine (TCOM), point of care ultrasound (POCUS) is taught to medical students in conjunction with trained medical student teaching assistants (TAs). The purpose of our study is to evaluate the effectiveness of near peer teaching in the setting of ultrasound education. We hypothesized that this would be the preferred learning technique among TCOM students and TAs. : To evaluate our hypotheses about the value of near peer instruction, we created two comprehensive surveys for students to share their experiences with the ultrasound program. One survey was for general students and the other survey was for students designated as TAs. The surveys were sent via email to second and third-year medical students. : : Of the 63 students who took the survey, 90.4% agreed that ultrasound is an integral part of medical education, 79.4% of students either agreed or strongly agreed that ultrasound improves their understanding of systems-based course material, 53.9% of students prefer near peer techniques over other teaching methods, while only 38.7% of students would prefer faculty-led sessions. 73% of students agreed that their ultrasound skills have improved with peer-led sessions, 71.4% of students agreed that peer-led sessions have made them want to pursue additional ultrasound training, and 96.8% of students report that they are very likely or somewhat likely to use POCUS in their future practice. : Nineteen TAs responded to the survey, of which 78.9% assisted with more than 4 teaching sessions, 84.2% attended more than 4 TA training sessions, 94.7% reported spending additional time practicing ultrasound outside of TA activities each week, 100% agreed or strongly agreed that being an ultrasound TA has helped their medical education, and 78.9% either agreed or strongly agreed that they feel competent in their ultrasound skills. Among TAs, 78.9% preferred near peer techniques over other teaching methods, 100% agreed or strongly agreed that being a TA has helped develop their ultrasound skills, and 100% were likely or very likely to use POCUS in their future practice. : Based on the results of our surveys, we were able to conclude that near peer teaching is the preferred learning method among students at our institution, and TCOM students found ultrasound to be a beneficial adjunct to systems courses in medical school education.
在德克萨斯整骨医学院（TCOM），医学学生在经过培训的医学学生助教（TA）的协助下学习床旁超声检查（POCUS）。我们研究的目的是评估在超声教育环境中近伴教学的有效性。我们假设这将是TCOM学生和助教中首选的学习方法。
为了评估我们关于近伴教学价值的假设，我们为学生创建了两份综合调查问卷，以分享他们在超声课程中的经历。一份问卷面向普通学生，另一份问卷面向被指定为助教的学生。问卷通过电子邮件发送给二年级和三年级的医学学生。
在参与调查的63名学生中，90.4%的学生同意超声是医学教育不可或缺的一部分，79.4%的学生同意或强烈同意超声提高了他们对基于系统的课程材料的理解，53.9%的学生更喜欢近伴教学方法而不是其他教学方法，而只有38.7%的学生更喜欢教师主导的课程。73%的学生同意在同伴主导的课程中他们的超声技能有所提高，71.4%的学生同意同伴主导的课程使他们想要寻求更多的超声培训，96.8%的学生报告他们非常可能或有些可能在未来的实践中使用POCUS。
19名助教回复了调查问卷，其中78.9%的助教协助了超过4次教学课程，84.2%的助教参加了超过4次助教培训课程，94.7%的助教报告每周在助教活动之外还花费额外的时间练习超声，100%的助教同意或强烈同意担任超声助教有助于他们的医学教育，78.9%的助教同意或强烈同意他们对自己的超声技能有信心。在助教中，78.9%的助教更喜欢近伴教学方法而不是其他教学方法，100%的助教同意或强烈同意担任助教有助于提高他们的超声技能，100%的助教很可能或非常可能在未来的实践中使用POCUS。
根据我们的调查结果，我们能够得出结论，近伴教学是我们学校学生首选的学习方法，并且TCOM学生发现超声是医学院校系统课程的有益辅助。
