DOI: 10.34894/jf4oay
title: Roman Hari - PhD project-data for study 2
title: Describing Ultrasound Skills Teaching by Near-Peer and Faculty Tutors Using Cognitive Apprenticeship.

description: &lt;B&gt;Title&lt;/B&gt;&lt;BR&gt;
Describing Ultrasound Skills Teaching by Near-Peer and Faculty Tutors Using Cognitive Apprenticeship.&lt;BR&gt;&lt;BR&gt;
&lt;B&gt;Phenomenon&lt;/B&gt;&lt;BR&gt;
Ultrasound skills are becoming increasingly important in clinical practice but are resource-intensive to teach. Near-peer tutors often alleviate faculty teaching burden, but little is known about what teaching methods near-peer and faculty tutors use. Using the lens of cognitive apprenticeship, this study describes how much time faculty and near-peer tutors spend on different teaching methods during abdominal ultrasound skills training.&lt;BR&gt;&lt;BR&gt;
&lt;B&gt;Approach&lt;/B&gt;&lt;BR&gt;
Sixteen near-peer and 16 faculty tutors were videotaped during one 55-min practical ultrasound lesson with randomly assigned students. Videos were directly coded using Cognitive Apprenticeship teaching methods and activities. Segment durations were summed up and compared quantitatively.&lt;BR&gt;&lt;BR&gt;
&lt;B&gt;Findings&lt;/B&gt;&lt;BR&gt;All 32 tutors spent most of the time on observing and helping students (Coaching, Median 29:14 minutes), followed by asking open and stimulating questions (Articulation, 12:04 minutes and demonstrating and giving explanations (Modeling, 04:50 minutes). Overall, distributions of teaching methods used were similar between faculty and near-peer tutors. However, faculty tutors spent more time on helping students manually, whereas near-peer tutors spent more time on exploring students' learning gaps and establishing a safe learning climate. Cognitive Apprenticeship was well suited as observational framework to describe ultrasound skills.&lt;BR&gt;&lt;BR&gt;
&lt;B&gt;Insights&lt;/B&gt;&lt;BR&gt;Ultrasound train-the-tutor programs should particularly focus on coaching and articulation. Near-peers' similar use of teaching methods adds to the evidence that supports the use of near-peer teaching in ultrasound skills education.&lt;BR&gt;&lt;BR&gt;
&lt;B&gt;Explanation of all the instruments used in the data collection (including phrasing of items in surveys)&lt;/B&gt;&lt;BR&gt;
Baseline Questionnaire, 32 videos filmed from 3 angles and merged into 32 files
&lt;BR&gt;&lt;BR&gt;
&lt;B&gt;Explanation of the data files: what data is stored in what file?&lt;/B&gt;&lt;BR&gt;
The study contained 32 videos of ultrasound sessions and one questionnaire (Folder name -.&gt; Description)&lt;BR&gt;
Baseline Questionnaire -&gt; Questions in Baseline questionnaire for near-peers and faculty (in German)&lt;BR&gt;
Tutor Information -&gt; Contains results from questionnaire&lt;BR&gt;
Code for Video analysis -&gt; Codebook how video segments were coded into categories
&lt;BR&gt;
Coded Video Segmente -&gt; Contains number ("events") and Duration of coded segments&lt;BR&gt;&lt;BR&gt;
&lt;B&gt;In case of qualitative data: description of the structure of the data files&lt;/B&gt;&lt;BR&gt;
"Coded Video Segments" contains the number and duration of all coded segments for all 16 peer videos ("P") and 16 faculty videos ("F")&lt;BR&gt;&lt;BR&gt;