Exploring the experience of medical students as peer teachers in clinical ultrasonography: why do they do it and how do they perform?

Abstract

Background: A pilot project aimed to understand the experience and performance of medical students as peer tutors (Student In Medical Education Program, SIME) in the undergraduate ultrasound module at the University of Hong Kong.

Methods: Four SIME tutors contributed to teaching of third year medical students (n=184) via a 3-hour hands-on session. Pre-module training was given to SIME tutors. Students were divided into small groups to practise abdominal ultrasound scanning on each other under the guidance of senior tutors (radiologists/sonographers) or SIME tutors. Learning outcomes were assessed through pre- and post-module quizzes. Qualitative exploration was undertaken through thematic coding of dedicated observers’ notes from teaching sessions and the round table discussion conducted with SIME tutors to discuss the project effectiveness.

Results: Seventy-five percent (n=138) of the medical students submitted both pre- and post-module quizzes. The senior tutors’ and the SIME tutors’ groups scored similarly on the post-module quiz, 8.26 and 7.93 respectively. Themes emerging from the qualitative analysis included SIME tutors motivations for teaching such as giving them insight to the limitations of their own knowledge. They valued the proximity of age to their students and understood the learning needs of the students. Some barriers to peer-teaching were also identified such as concerns over sufficiency of knowledge to teach, and logistic arrangements.

Discussion: SIME program was successfully introduced in the ultrasound module, improving SIME tutors’ self-confidence in teaching and better understanding of ultrasound without affecting the quality of teaching.