[Peer Teaching in Ultrasound Education - A Narrative Review]

Jeker, Lia; Birrenbach, Tanja Nicole; Walter, Robin; Hari, Roman (2020). [Peer Teaching in Ultrasound Education - A Narrative Review]. Praxis - schweizerische Rundschau für Medizin, 109(8), pp. 631-635. Hogrefe 10.1024/1661-8157/a003498

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Learning about ultrasound is becoming an increasingly important component of the undergraduate medical curriculum. However, teaching about this is very time-consuming, which is why many universities use peer teaching in ultrasound training. Peer teaching has various advantages that go beyond reducing specialists’ teaching time: students may learn more from their peers because their cognitive schemata are more congruent and they are more likely to be open about their learning deficits. In addition, the process of teaching leads to increased learning and motivation in the peer teachers themselves. Most studies that compare peer teaching with teaching from medically qualified tutors show comparable learning effects, with different advantages for the two settings.

Schlüsselwörter:Peer teaching, ultrasound training, social congruence, cognitive congruence

Item Type:

Journal Article (Review Article)

Division/Institute:

04 Faculty of Medicine > Medical Education > Institute of General Practice and Primary Care (BIHAM)
04 Faculty of Medicine > Department of Intensive Care, Emergency Medicine and Anaesthesiology (DINA) > University Emergency Center

UniBE Contributor:

Jeker, Lia; Birrenbach, Tanja Nicole and Hari, Roman

Subjects:

600 Technology > 610 Medicine & health
300 Social sciences, sociology & anthropology > 360 Social problems & social services

ISSN:

1661-8165

Publisher:

Hogrefe

Language:

German

Submitter:

Romana Saredi

Date Deposited:

26 Jan 2021 16:32

Last Modified:

04 Mar 2021 15:54

Publisher DOI:

10.1024/1661-8157/a003498

PubMed ID:

32517595

URI:

https://boris.unibe.ch/id/eprint/150573

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