Abstract：
BACKGROUND: In emergency and critical-care medicine, focused cardiac ultrasound (FoCUS) is indispensable for assessing a patient\'s cardiac status. The aim of this study was to establish and validate a peer-to-peer-supported ultrasound course for learning FoCUS-specific skills during undergraduate studies at a German university.
METHODS: A 1-day, 12 teaching units training course was developed for students in the clinical section of medical college, with content based on the current national guidelines. A total of 217 students participated in the study (97 in the course group and 120 in the control group). The course and the participants\' subjective assessment of improved skills were evaluated using a questionnaire (7-point Likert scale; 7 = complete agreement and 1 = no agreement at all). Objective learning gains were assessed by tests before and after the course. These consisted of a test of figural intelligence (eight items) and a test of technical knowledge (13 items).
RESULTS: The course participants experienced significant improvement (P < 0.001) from before to after the course, with a large effect size of η2part = 0.26. In addition, the course group had significantly better results (P < 0.001) than the control group in the post-test, with a medium to large effect size of η2part = 0.14. No significant differences (P = 0.27) were detected in the test section on figural intelligence. The evaluations showed that the participants had a high degree of satisfaction with the course approach, teaching materials, and tutors. There was also a positive increase in their subjective assessment of their own skills, including areas such as technical knowledge, ultrasound anatomy, and performance of the examination.
CONCLUSIONS: The results of both the objective learning assessment and the subjective evaluations suggest that a FoCUS course originally intended for qualified physicians is equally suitable for students. With the development and provision of modern digital teaching media, even more students will be able to benefit from this approach in the future.
METHODS: A 1-day, 12 teaching units training course was developed for students in the clinical section of medical college, with content based on the current national guidelines. A total of 217 students participated in the study (97 in the course group and 120 in the control group). The course and the participants\' subjective assessment of improved skills were evaluated using a questionnaire (7-point Likert scale; 7 = complete agreement and 1 = no agreement at all). Objective learning gains were assessed by tests before and after the course. These consisted of a test of figural intelligence (eight items) and a test of technical knowledge (13 items).
RESULTS: The course participants experienced significant improvement (P < 0.001) from before to after the course, with a large effect size of η2part = 0.26. In addition, the course group had significantly better results (P < 0.001) than the control group in the post-test, with a medium to large effect size of η2part = 0.14. No significant differences (P = 0.27) were detected in the test section on figural intelligence. The evaluations showed that the participants had a high degree of satisfaction with the course approach, teaching materials, and tutors. There was also a positive increase in their subjective assessment of their own skills, including areas such as technical knowledge, ultrasound anatomy, and performance of the examination.
CONCLUSIONS: The results of both the objective learning assessment and the subjective evaluations suggest that a FoCUS course originally intended for qualified physicians is equally suitable for students. With the development and provision of modern digital teaching media, even more students will be able to benefit from this approach in the future.
摘要：
背景：在急诊和重症监护医学中，聚焦心脏超声（FoCUS）对于评估患者的心脏状态是必不可少的。这项研究的目的是建立和验证点对点支持的超声课程，以在德国大学的本科学习期间学习FoCUS特定技能。
方法：A1天，为医学院临床部分的学生开发了12个教学单元培训课程，内容基于当前的国家指南。共有217名学生参加了这项研究（课程组97名，对照组120名）。使用问卷（7分Likert量表；7=完全同意，1=完全不同意）评估课程和参与者对提高技能的主观评估。通过课程前后的测试来评估客观的学习收获。其中包括图形智力测试（八个项目）和技术知识测试（13个项目）。
结果：课程参与者从课程前后经历了显着改善（P<0.001），具有η2part=0.26的大效应大小。此外,病程组后检验结果明显优于对照组(P<0.001),具有η2part=0.14的中至大效应尺寸。在图形智力的测试部分中没有发现显着差异（P=0.27）。评估显示,学员对课程方式有较高的满意度,教材,和导师。他们对自己技能的主观评价也有了积极的提高,包括技术知识等领域，超声解剖学,和考试的表现。
结论：客观学习评估和主观评估的结果表明，最初面向合格医生的FoCUS课程同样适合学生。随着现代数字化教学媒体的发展和提供,将来，更多的学生将能够从这种方法中受益。
方法：A1天，为医学院临床部分的学生开发了12个教学单元培训课程，内容基于当前的国家指南。共有217名学生参加了这项研究（课程组97名，对照组120名）。使用问卷（7分Likert量表；7=完全同意，1=完全不同意）评估课程和参与者对提高技能的主观评估。通过课程前后的测试来评估客观的学习收获。其中包括图形智力测试（八个项目）和技术知识测试（13个项目）。
结果：课程参与者从课程前后经历了显着改善（P<0.001），具有η2part=0.26的大效应大小。此外,病程组后检验结果明显优于对照组(P<0.001),具有η2part=0.14的中至大效应尺寸。在图形智力的测试部分中没有发现显着差异（P=0.27）。评估显示,学员对课程方式有较高的满意度,教材,和导师。他们对自己技能的主观评价也有了积极的提高,包括技术知识等领域，超声解剖学,和考试的表现。
结论：客观学习评估和主观评估的结果表明，最初面向合格医生的FoCUS课程同样适合学生。随着现代数字化教学媒体的发展和提供,将来，更多的学生将能够从这种方法中受益。
