Efficacy of Peer Teacher-Led Ultrasound Workshops

Purpose: To determine the efficacy of peer teacher-led ultrasound workshops in teaching ultrasound scanning skills.

Methods: Musculoskeletal ultrasound workshops were designed for radiology residents. One group participated in workshops led by resident “peer teachers” (who received training prior to the session) while the other group’s workshops were led by an attending radiologist. Workshop efficacy was determined through a post-workshop survey of statements with 5-point Likert scale responses; median scores and interquartile ranges (IQR, 25th-75th) were recorded. Residents obtained representative ultrasound images before and after the workshops to determine the level of skill acquisition. Comparison of results between the two groups was performed.

Results:13 residents and 3 peer teachers were in the peer-led group, and 10 residents were in the attending-led group. Both groups reported increased confidence in performing (peer led: median 5, IQR 4-5; attending led: 5, 4-5; P=0.76) and interpreting (peer: 5, 4-5; attending: 5, 3.5-5; P=0.70) ultrasound examinations following the workshops. Both groups highly rated the sessions (5, 5-5; P=0.80). Residents in both groups demonstrated significant increase in diagnostic image acquisition following the session (peer: 14/38 diagnostic prior to the session, 31/38 diagnostic following the session; P<0.01; attending: 4/30 diagnostic pre, 27/30 diagnostic post; P<0.01). There was no significant difference between the 2 groups in diagnostic image acquisition following the session (P=0.33). Participants in the peer-led group rated the peer teachers as highly effective (5, 4-5) and were interested in serving as peer teachers in future sessions (5, 3.75-5).

Conclusions: Peer teacher-led ultrasound workshops are effective in teaching ultrasound scanning skills to radiology residents. Participants in these sessions demonstrated no significant difference in skill acquisition and confidence performing and interpreting studies compared with participants in attending-led sessions. Peer teachers were rated as highly effective, and participants in those sessions were interested in engaging in peer teaching.