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Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
Published on: August 9, 2024
Lecture-First Versus Practical-First Teaching Strategies in Cardiovascular Ultrasound Education: A Randomized
Fahad F Almutairi1,2, Rawan Abdeen1,2, Fatimah Jambi1
1Department of Radiologic Sciences, Faculty of Applied Medical Sciences, King Abdulaziz University, Jeddah, Saudi Arabia.
Ultrasound Quarterly
|June 23, 2026
Summary
A lecture-first teaching strategy significantly improved cardiovascular ultrasound skills and overall performance in radiologic sciences students compared to a practical-first approach. Additional practice sessions further enhanced learning outcomes.
Area of Science:
- Medical Education
- Diagnostic Imaging
- Cardiovascular Ultrasound Training
Background:
- Cardiovascular ultrasound (CUS) skill acquisition is operator-dependent.
- Effective CUS training requires optimized sequencing of theoretical and practical components.
Purpose of the Study:
- To compare the impact of lecture-first (LF) versus practical-first (PF) teaching strategies on CUS performance.
- To evaluate the effect of supplemental practice sessions on student scores.
Main Methods:
- A randomized controlled trial involving 54 undergraduate radiologic sciences students.
- Two groups: LF (didactic lectures followed by hands-on practice) and PF (reversed sequence).
- Outcomes assessed via multiple-choice question (MCQ) exam and objective structured clinical examination (OSCE) by blinded faculty.
Main Results:
- LF students showed superior overall performance (0.9 vs. 0.82, P=0.009) and practical skills (0.95 vs. 0.82, P=0.002).
- Theoretical knowledge scores were comparable between LF (0.86) and PF (0.85) groups (P=0.9).
- Supplemental practice sessions significantly improved scores across all domains (overall: 0.9 vs. 0.83, P=0.004).
Conclusions:
- A lecture-first approach is associated with improved CUS academic achievement.
- Supplemental hands-on practice sessions significantly enhance CUS knowledge and skills.
- Optimizing teaching strategy sequencing and incorporating extra practice can enhance CUS learning.
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