Simulation-Based, Peer-to-Peer Learning of a Technical Skill for Pre-Clinical Medical Students

Abstract

Abstract Background Simulation is a promising tool for medical education of technical skills without the risk of harm to patients. The aim of this project was to design, implement, and assess the impact of an hour-long, student-led, point-of-care ultrasound (POCUS) workshop for first-year medical students, which included novel learning methods. The primary goal was to increase confidence, comfort, and competence in a technical skill. Methods Students’ baseline understanding of POCUS was assessed with pre- and post-workshop surveys, which included a Likert scale for rating confidence, and multiple-choice answer questions. The workshop itself consisted of a ten-minute didactics’ session, which emphasized the principles of echogenicity using light-logic, and three hands-on stations for the practice of skills including: probe handling, object identification and ultrasound-guided needle aspiration of a simulated soft-tissue abscess. Molds were made on site with a mixture of Jell-O and Psyllium using previously published methods. Pre- and post-workshop survey entries were collected and analyzed for statistical significance. Results Every student from the first-year medical class at the researchers’ institution participated in this workshop (N = 57), with 55 surveys included for analysis. Surveys were performed anonymously. Results showed a significant improvement in self-assessed comfort and confidence with newly learned ultrasound skills and clinical applications. In total, 87.3% of students reported an improved understanding of POCUS, 93% endorsed a benefit from the experience to their learning, and 89% endorsed improvement of their clinical skills. Free responses for feedback highlighted a desire for more practice, more time, and more frequent activities similar to the one described herein. Conclusions The described activity resulted in overwhelmingly positive feedback from students and measured substantial improvement in subjective and objective understanding of POCUS. Further work is needed to assess the effectiveness of the individual components of the activity and long-term retention of knowledge learned.