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Abstract: PO1070

Teaching Application of Ultrasound in Nephrology Practice in Medical Schools Using Student Peer Teaching: A Prospective, Randomized Pediatric Trial

Session Information

  • Educational Research
    November 04, 2021 | Location: On-Demand, Virtual Only
    Abstract Time: 10:00 AM - 12:00 PM

Category: Educational Research

  • 800 Educational Research


  • Büscher, Rainer, Universitatsklinikum Essen, Essen, Nordrhein-Westfalen, Germany
  • Geiling, Philip, Universitatsklinikum Essen, Essen, Nordrhein-Westfalen, Germany
  • Schmitt, Fiona, Universitatsklinikum Essen, Essen, Nordrhein-Westfalen, Germany

Ultrasound has become the leading diagnostic technology in pediatrics due to its high sensitivity, easy applicability and lack of invasiveness and plays critical roles in many aspects of nephrology practice. However, it is associated with a higher examiner dependent variance. Teaching ultrasound in medical schools has grown in importance over the past years, while pediatric aspects are mainly reserved for postgraduate education. Student peer teachers take on the task of lecturers at many faculties with promising results in ultrasound education.


We designed a prospective, randomized trial in a pre-/post-test design for 257 4th year medical students in our pediatric classes to investigate the effectiveness of peer teaching in pediatric ultrasound. Besides a mandatory theoretical training by a student peer teacher prior to the course for all students (group A and B), half of the participants received a supporting manual (group B). All students had to measure the right kidney volume of their partners in advance to test pre-existing practical skills and a multiple choice progress test was performed prior and after the course. Afterwards, students were spitted in smaller groups and received a standardized practical training by a student peer teacher in our skills lab using similar ultrasound machines.The success was examined using an objective structured clinical examination (OSCE) at the end of semester using a pediatric-nephrologic case vignette.


All students (groups A and B) showed an impressive increase of knowledge and the course and clinical trial was well received. Over 95% of students presented the renal topography sonographically well with no significant differences between both groups. However, we also observed a high interindividual variance in the volumetric results. The use of a supporting pediatric ultrasound manual did not show any significant benefit.


The concept of student peer teaching seems to work very well also in specific disciplines such as pediatric ultrasound and pediatric nephrology education. Therefore peer teaching seems to be of value in medical schools also in teaching complex learning contents.


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