Peer-assisted ultrasound teaching can produce long-term retention of knowledge and skills¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Studies by Nourkami-Tutdibi et al. and Weimer et al. explored long-term effects, leading to sustained improvements in ultrasound skills and knowledge. → Winter Lone 2024
Evidence¶
Winter Lone 2024¶
Winter Lone, Neubauer Ricarda, Weimer Johannes, Dietrich Christoph F., Wittek Agnes, Schiestl Lina, Marinova Milka, Schäfer Valentin Sebastian, Strizek Brigitte, Recker Florian. (2024). Peer teachers as ultrasound instructors? – a systematic literature review of peer teaching concepts in undergraduate ultrasound education. BMC Medical Education. https://doi.org/10.1186/s12909-024-06345-7
q2 · i? · review · r2
The review attributes long-term findings to two studies: retained knowledge and skills after a one-year interval (Nourkami-Tutdibi et al.) and better practical and theoretical skills at the start of the practical year versus a no-course control group (Weimer et al.).
"Moreover, studies by Nourkami-Tutdibi et al. and Weimer et al. explored the long-term effects of peer-teaching, leading to sustained improvements in ultrasound skills and knowledge."
Discussion¶
Learner Variables¶
- Long-Term Memory — outcome: instruction changes it
Related Claims¶
- Peer ultrasound teachers are typically fourth-year medical students about one year ahead of their students — related
- Peer teaching effectiveness varies by ultrasound application and student prior knowledge, with faculty favored for complex applications and novices — related
- Peer-assisted ultrasound instruction is comparably effective to faculty-led instruction in most comparative studies — related
- Evidence on long-term retention and transfer of clinical communication skills to clinical practice remained inconsistent or lacking across included reviews — related
- Empathy and communication interventions show short-term gains but evidence on persistence over time is inconsistent — related
- The literature poorly addresses whether simulation-learned obstetric ultrasound skills transfer to clinical practice and are sustained over time — reports the opposite
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| Field | Value |
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review |
generated |
by process:wiki-ingest on 2026-10-31 |
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