Neubauer Ricarda, Recker Florian, Bauer Claus-Juergen, Petzinna Simon, Karakostas Pantelis, Behning Charlotte, Schäfer Valentin Sebastian
Department of Rheumatology and Clinical Immunology, Clinic of Internal Medicine III, University Hospital Bonn, Bonn, Germany.
Department of Obstetrics and Prenatal Medicine, University Hospital Bonn, Bonn, Germany.
Rheumatology (Oxford). 2025 Jun 1;64(6):3344-3351. doi: 10.1093/rheumatology/keae709.
Despite growing interest in musculoskeletal ultrasound (MSUS), training opportunities are often limited due to staff shortages and disbalances of expertise between rural and urban areas. Teledidactic approaches have the potential to expand access to training opportunities. This study aims to compare the effectiveness of teledidactic peer-tutored MSUS training to a conventional approach.
A teledidactic course was held by a student tutor following a validated MSUS curriculum. An on-campus MSUS training taught by physician lecturers served as a control. Students were randomly assigned to one of both study groups. Objective structured clinical examinations (OSCE) were conducted before and after the training to objectively measure the learning outcome of the participants. Handheld ultrasound devices (ButterflyIQ®) and iPads (Apple Inc., eighth generation) were provided to the students for the MSUS course.
Thirty medical students participated in the study. Prior to the course, baseline OSCE scores were recorded as 13.03/63 (SD ± 4.20) for the on-campus cohort and 13.00/63 (SD ± 6.04) for the teledidactic group. In the post-training OSCE evaluation, the on-campus cohort attained an average score of 56.80/63 (SD ± 4.22), while the TELMUS group averagely achieved 58.53/63 points (SD ± 3.52). While all students' skills increased over time, there was no significant difference between the two cohorts either before or after the course.
Peer-tutored, teledidactic MSUS training showed to be non-inferior to the conventional approach and is a promising approach to reduce local and global disparities in educational opportunities regarding MSUS.
尽管对肌肉骨骼超声（MSUS）的兴趣日益浓厚，但由于人员短缺以及城乡专业知识不平衡，培训机会往往有限。远程教学方法有潜力扩大培训机会的获取。本研究旨在比较远程教学同伴辅导的MSUS培训与传统方法的有效性。
一名学生导师按照经过验证的MSUS课程举办了远程教学课程。由医师讲师进行的校内MSUS培训作为对照。学生被随机分配到两个研究组之一。在培训前后进行客观结构化临床考试（OSCE），以客观衡量参与者的学习成果。为参加MSUS课程的学生提供了手持式超声设备（ButterflyIQ®）和iPad（苹果公司，第八代）。
30名医学生参与了该研究。课程开始前，校内组的基线OSCE成绩记录为13.03/63（标准差±4.20），远程教学组为13.00/63（标准差±6.04）。在培训后的OSCE评估中，校内组的平均成绩为56.80/63（标准差±4.22），而远程教学组平均达到58.53/63分（标准差±3.52）。虽然所有学生的技能都随时间有所提高，但两组在课程前后均无显著差异。
同伴辅导的远程教学MSUS培训显示出不劣于传统方法，是减少MSUS教育机会方面的局部和全球差距的一种有前景的方法。
