Celebi, NoraNoraCelebiGriewatz, JanJanGriewatzMalek, Nisar PeterNisar PeterMalekHoffmann, TatjanaTatjanaHoffmannWalter, CarinaCarinaWalterMuller, ReinholdReinholdMullerRiessen, ReimerReimerRiessenPauluschke-Fröhlich, JanJanPauluschke-FröhlichDebove, InesInesDeboveZipfel, StephanStephanZipfelFröhlich, EckhartEckhartFröhlich2024-10-282024-10-282019-05-02https://boris-portal.unibe.ch/handle/20.500.12422/183118BACKGROUND In order to provide faculty-wide undergraduate ultrasound training in times of scarce resources, many medical faculties employ trained peer-student tutors to oversee the hands-on training. However, data to guide the training of ultrasound peer-student tutors are scarce. We conducted a prospective quasi-randomized study to assess the gain in theoretical knowledge and practical scanning skills of peer-student tutors who were trained with a course only, an internship only, or the combination of a course and an internship. METHODS A total of 44 peer-student tutors were trained by a one-week course only (C-Group, n = 21), by an internship only (I-Group, n = 10) or by a course and an internship (CI-Group, n = 13). Prior to and after the completion of the training the peer-student tutors completed an MC-test (theoretical knowledge) and an OSCE (practical scanning skills). RESULTS With all three education concepts, the peer-student tutors had significant and comparable gains in theoretical knowledge (C-group + 90%, I-group + 61.5%, CI-group + 114.0%) and practical scanning skills (C-group + 112.0%, I-group + 155.0% and CI-group + 123.5%), all p < 0.001. CONCLUSION Peer-student tutors, who were trained with a course or an internship or a course and internship improved their theoretical knowledge and their practical scanning skills significantly and to a comparable degree.enCourse Internship Student instructor education Ultrasound education Ultrasound tutor skill acquisition Undergraduate medical education600 - Technology::610 - Medicine & healtharticle10.7892/boris.1348043104675710.1186/s12909-019-1556-4