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  3. What do medical students think are characteristics of a good ultrasound tutor? A qualitative study.
 

What do medical students think are characteristics of a good ultrasound tutor? A qualitative study.

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BORIS DOI
10.48350/199311
Date of Publication
July 24, 2024
Publication Type
Article
Division/Institute

Berner Institut für H...

Dekanat der Medizinis...

Berner Institut für H...

Author
Walter, Robin
Berner Institut für Hausarztmedizin (BIHAM) - Research Team Rodondi
Berner Institut für Hausarztmedizin (BIHAM) - Lehre
Berner Institut für Hausarztmedizin (BIHAM)
Alt, Leander Christian
Dekanat der Medizinischen Fakultät Universität Bern
Hari, Roman
Dekanat der Medizinischen Fakultät Universität Bern
Harris, Michael Frank
Berner Institut für Hausarztmedizin (BIHAM) - Lehre
Berner Institut für Hausarztmedizin (BIHAM)
Subject(s)

600 - Technology::610...

300 - Social sciences...

Series
BMC medical education
ISSN or ISBN (if monograph)
1472-6920
Publisher
BioMed Central
Language
English
Publisher DOI
10.1186/s12909-024-05789-1
PubMed ID
39049004
Uncontrolled Keywords

Evidence-based teachi...

Description
PURPOSE

This study was designed to elicit medical students' opinions on the characteristics of a good ultrasound tutor. The results should help educators to create an optimal teaching environment and inform tutor training.

MATERIALS AND METHODS

The qualitative study recruited 15 participants from a larger mixed-methods study of 64 medical students who underwent a basic course on abdominal ultrasound taught by faculty and near-peer tutors. During semi-structured interviews, they were asked which characteristics make a good ultrasound tutor. We used inductive thematic analysis to identify the most important categories.

RESULTS

Medical students identified teaching themes and subthemes relating to teaching skills (e.g., course structure, repetition, vocabulary, feedback, guidance of participants), tutors' attitudes (e.g., atmosphere creation, empathy) and knowledge as the crucial components of being a good ultrasound tutor.

CONCLUSIONS

While some of the themes that students identified are generic to medical education, others are specific to ultrasound teaching. Tutors can use our results to assess their own teaching. They should aim to address learning needs, optimise understanding, give adequate feedback, and create a non-threatening atmosphere with empathic interactions. Accounting for the ultrasound-specific setting they should possess the necessary knowledge, provide verbal guidance to their students, and distribute examination time wisely.
Handle
https://boris-portal.unibe.ch/handle/20.500.12422/179420
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s12909-024-05789-1.pdftextAdobe PDF857.13 KBAttribution (CC BY 4.0)publishedOpen
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