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Background <p>The COVID-19 pandemic necessitated innovative approaches to medical education. This proposed a particular challenge for the teaching of practical skills, such as ultrasound (US) training.</p> Methods <p>This study compared the effectiveness of traditional classroom-based US training with that of remote training using teleguided US (Tele-US) among students in the Prehospital Critical Care (PHCC) program at the University of Stavanger, Norway. A total of 44 students were divided into two groups: one received standard classroom training, and the other received remote training because of pandemic restrictions. Both groups underwent a comprehensive one-day US course, including theoretical lectures and hands-on training sessions. Pre-course and post-course tests were used to assess theoretical knowledge, image and video interpretation skills, practical scanning techniques, and clinical decision-making.</p> Results <p>There was no significant difference in educational outcomes between the tele-US and classroom groups across all areas of evaluation.</p> Conclusions <p>Tele-US appears to be a viable alternative to traditional classroom-based US education, especially in contexts requiring physical distancing or in geographically remote settings.</p> Clinical trial number <p>Not applicable.</p>

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Efficiency of remote videoconference-assisted ultrasound education: comparison with standard classroom training

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月30日

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  • Victoria Vatsvåg,
  • Jo Røislien,
  • Per Kristian Hyldmo,
  • Lars Jacobsen,
  • Nils Petter Oveland

摘要

Background

The COVID-19 pandemic necessitated innovative approaches to medical education. This proposed a particular challenge for the teaching of practical skills, such as ultrasound (US) training.

Methods

This study compared the effectiveness of traditional classroom-based US training with that of remote training using teleguided US (Tele-US) among students in the Prehospital Critical Care (PHCC) program at the University of Stavanger, Norway. A total of 44 students were divided into two groups: one received standard classroom training, and the other received remote training because of pandemic restrictions. Both groups underwent a comprehensive one-day US course, including theoretical lectures and hands-on training sessions. Pre-course and post-course tests were used to assess theoretical knowledge, image and video interpretation skills, practical scanning techniques, and clinical decision-making.

Results

There was no significant difference in educational outcomes between the tele-US and classroom groups across all areas of evaluation.

Conclusions

Tele-US appears to be a viable alternative to traditional classroom-based US education, especially in contexts requiring physical distancing or in geographically remote settings.

Clinical trial number

Not applicable.