A Arias Felipe1, J Doménech García1, I Sánchez Los Arcos1, D Luordo2, F J García Sánchez2, J Villanueva Martínez2, A Forero de la Sotilla2, V Villena Garrido3, J Torres Macho2, G García de Casasola Sánchez4. 1. Facultad de Medicina, Universidad Complutense, Madrid, España. 2. Facultad de Medicina, Universidad Complutense, Madrid, España; Grupo de Trabajo de Ecografía Clínica de la Sociedad Española de Medicina Interna, Servicio de Medicina Interna, Hospital Universitario Infanta Cristina, Parla, Madrid, España. 3. Facultad de Medicina, Universidad Complutense, Madrid, España; Servicio de Neumología, Hospital Universitario 12 de Octubre, Madrid, España; CIBERES, España. 4. Facultad de Medicina, Universidad Complutense, Madrid, España; Grupo de Trabajo de Ecografía Clínica de la Sociedad Española de Medicina Interna, Servicio de Medicina Interna, Hospital Universitario Infanta Cristina, Parla, Madrid, España. Electronic address: ggcasasolaster@gmail.com.
Abstract
OBJECTIVE: To analyse the ability of medical students to incorporate the practical teaching of basic echocardiography planes using a peer mentoring design. METHODOLOGY: Thirty-six medical students previously trained in obtaining echocardiography planes (mentors) taught the other 5th-year students (n=126). The teaching methodology included three stages: theory (online course), basic training (three 15h sessions of practical experience in ultrasound and at least 20 echocardiographic studies per mentor) and objective structured clinical assessment (OSCA), which scored the appropriateness of the basic ultrasound planes and the correct identification of 16 cardiac structures. RESULTS: The students' weighted mean score in the OSCA was 8.66±1.98 points (out of 10). Only 10 students (8.4%) scored less than 5, and 15 (12.6%) scored less than 7. Fifty students (42%) scored 10 points. The most easily identified structure was the left ventricle in the short-axis parasternal plane, with 89.9% of correct answers. The most poorly identified structure was the mitral valve in the subxiphoid plane, with 69.7% of correct answers. CONCLUSIONS: Peer mentoring-based teaching achieves an appropriate level of training in obtaining basic echocardiography planes. The training period is relatively short. The peer mentoring system can facilitate the implementation of teaching on basic aspects of ultrasound to a large number of undergraduate students.
OBJECTIVE: To analyse the ability of medical students to incorporate the practical teaching of basic echocardiography planes using a peer mentoring design. METHODOLOGY: Thirty-six medical students previously trained in obtaining echocardiography planes (mentors) taught the other 5th-year students (n=126). The teaching methodology included three stages: theory (online course), basic training (three 15h sessions of practical experience in ultrasound and at least 20 echocardiographic studies per mentor) and objective structured clinical assessment (OSCA), which scored the appropriateness of the basic ultrasound planes and the correct identification of 16 cardiac structures. RESULTS: The students' weighted mean score in the OSCA was 8.66±1.98 points (out of 10). Only 10 students (8.4%) scored less than 5, and 15 (12.6%) scored less than 7. Fifty students (42%) scored 10 points. The most easily identified structure was the left ventricle in the short-axis parasternal plane, with 89.9% of correct answers. The most poorly identified structure was the mitral valve in the subxiphoid plane, with 69.7% of correct answers. CONCLUSIONS: Peer mentoring-based teaching achieves an appropriate level of training in obtaining basic echocardiography planes. The training period is relatively short. The peer mentoring system can facilitate the implementation of teaching on basic aspects of ultrasound to a large number of undergraduate students.
Keywords:
Echocardiography; Ecocardioscopia; Educación médica; Estudiantes como mentores; Medical education; Mentoría paritaria; Peer mentoring; Students as mentors
Authors: María Del Mar Ruiz-Herrera; Félix Marcos-Tejedor; Alberto Aldana-Caballero; César Calvo-Lobo; David Rodriguez-Sanz; Simone Moroni; Marko Konschake; Alicia Mohedano-Moriano; Javier Aceituno-Gómez; Juan José Criado-Álvarez Journal: J Clin Med Date: 2022-05-02 Impact factor: 4.964