Archives of Gynecology and Obstetrics

, Volume 300, Issue 1, pp 59–66 | Cite as

Introduction of a student tutor-based basic obstetrical ultrasound screening in undergraduate medical education

  • A. HamzaEmail author
  • J. C. Radosa
  • E.-F. Solomayer
  • Z. Takacs
  • I. Juhasz-Boess
  • R. Ströder
  • R. Joukhadar
  • N. Nourkami-Tutdibi
  • E. Tutdibi
  • M. Zemlin
  • G. Meyberg-Solomayer
Maternal-Fetal Medicine



While there is an increasing interest in incorporating ultrasound in undergraduate medical education and the use of student tutors in conveying this medical skill to assist faculty members, little is known about undergraduate ultrasound teaching in obstetrics and gynecology.


After a 3 week training of the student tutors, the student tutors joined an undergraduate ultrasound educational program to teach practical round students. After being certified, the student tutors organized a pre-test, gave a presentation about ultrasound, and then supervised the hands on ultrasound course under faculty staff supervision for round students. Finally, the practical round students had to answer a post-test with image recognition. The practical round students had to evaluate the course using a Likert scale.


111 students joined this ultrasound course. The objective theoretical and practical multiple-choice questions’ (MCQ) test showed a statistically significant improvement (50 vs. 90%, p < 0.05). The practical round students expressed a high acceptance (Likert 1.7) and subjective medical skill learning (Likert 1.8). The students also positively graded the student tutors (Likert 1.3).


Student tutor-based undergraduate obstetrical and gynecological ultrasound course is a useful method to teach a medical skill and is well accepted by students.


Ultrasound Undergraduate education Tutor Medical education 



The authors of the paper would like to thank the committee of the Teach-the-Teacher program for inspiring us to improve the standard of medical education. We also would like to thank all the students for submitting their feedback that lead to the accomplishment of this work.

Author contributions

AH: conceptualization, methodology and project administration, validation of data and writing of the manuscript, and qualification of the tutors. JCR: formal analysis, reviewing, and editing. E-FS: funding and supervising the project, and reviewing and editing. ZT: data curation, and reviewing and editing. IJ-B: reviewing and editing. RS: reviewing and editing. RJ: reviewing and editing. NN-T: conceptualization, reviewing and editing, and basic training of the student tutors. ET: conceptualization, reviewing and editing, and basic training of the student tutors. MZ: project administration and supervision, and reviewing and editing. GM-S: conceptualization, formal analysis, methodology, project adminstration and supervision, and reviewing and editing the manuscript.


The study and manuscript were funded by the Department of Obstetrics and Gynecology, University of Saarland.

Compliance with ethical standards

Conflict of interest

The author declares that they have no conflict of interest.

Ethical approval

Ethical committee is informed.


  1. 1.
    American Institute of Ultrasound in Medicine and American College of Obstetricians and Gynecologists (2014) AIUM practice guideline for the performance of ultrasound of the female pelvis. J Ultrasound Med 33(6):1122–1130. CrossRefGoogle Scholar
  2. 2.
    DEGUM Mehrstufenkonzept & Zertifizierung. Accessed 21 Oct 2017
  3. 3.
    Green J, Kahan M, Wong S (2015) Obstetric and gynecologic resident ultrasound education project. J Ultrasound Med 34(9):1583–1589. CrossRefGoogle Scholar
  4. 4.
    Hoppmann RA, Rao VV, Bell F, Poston MB, Howe DB, Riffle S, Harris S, Riley R, McMahon C, Wilson LB, Blanck E, Richeson NA, Thomas LK, Hartman C, Neuffer FH, Keisler BD, Sims KM, Garber MD, Shuler CO, Blaivas M, Chillag SA, Wagner M, Barron K, Davis D, Wells JR, Kenney DJ, Hall JW, Bornemann PH, Schrift D, Hunt PS, Owens WB, Smith RS, Jackson AG, Hagon K, Wilson SP, Fowler SD, Catroppo JF, Rizvi AA, Powell CK, Cook T, Brown E, Navarro FA, Thornhill J, Burgis J, Jennings WR, McCallum JB, Nottingham JM, Kreiner J, Haddad R, Augustine JR, Pedigo NW, Catalana PV (2015) The evolution of an integrated ultrasound curriculum (iUSC) for medical students: 9-year experience. Crit Ultrasound J 7(1):18. CrossRefGoogle Scholar
  5. 5.
    Nikendei C, Huber J, Stiepak J, Huhn D, Lauter J, Herzog W, Jünger J, Krautter M (2014) Modification of Peyton’s four-step approach for small group teaching—a descriptive study. BMC Med Educ 14:68–68. CrossRefGoogle Scholar
  6. 6.
    Elizondo-Omaña RE, Morales-Gómez JA, Morquecho-Espinoza O, Hinojosa-Amaya JM, Villarreal-Silva EE, García-Rodríguez MdlA, Guzmán-López S (2010) Teaching skills to promote clinical reasoning in early basic science courses. Anat Sci Educ 3(5):267–271CrossRefGoogle Scholar
  7. 7.
    Hoppmann R, Harper S, Harris S, Howe D, Poston MB, Rao V, Riffle S, Riley R (2014) Ultrasound: a core clinical competency for medical students. J S C Med Assoc 110:54–57Google Scholar
  8. 8.
    Hoppmann R, Cook T, Hunt P, Fowler S, Paulman L, Wells J, Richeson N, Thomas L, Wilson B, Neuffer F, McCallum J, Smith S (2006) Ultrasound in medical education: a vertical curriculum at the University of South Carolina School of Medicine. J S C Med Assoc 102:330–334Google Scholar
  9. 9.
    Hamza A, Solomayer E-F, Takacs Z, Juhasz-Boes I, Joukhadar R, Radosa JC, Mavrova R, Marc W, Volk T, Meyberg-Solomayer G (2016) Introduction of basic obstetrical ultrasound screening in undergraduate medical education. Arch Gynecol Obstet 294(3):479–485. CrossRefGoogle Scholar
  10. 10.
    Blackstock U, Munson J, Szyld D (2015) Bedside ultrasound curriculum for medical students: report of a blended learning curriculum implementation and validation. J Clin Ultrasound 43(3):139–144CrossRefGoogle Scholar
  11. 11.
    Ng C, Tsung JW (2015) Avoiding computed tomography scans by using point-of-care ultrasound when evaluating suspected pediatric renal colic. J Emerg Med 49:165–171CrossRefGoogle Scholar
  12. 12.
    Solomon SD, Saldana F (2014) Point-of-care ultrasound in medical education—stop listening and look. N Engl J Med. Google Scholar
  13. 13.
    Pawlina W, Drake R (2015) New (or not-so-new) tricks for old dogs: ultrasound imaging in anatomy laboratories. Anat Sci Educ. Google Scholar
  14. 14.
    Brown B, Adhikari S, Marx J, Lander L, Todd GL (2012) Introduction of ultrasound into gross anatomy curriculum: perceptions of medical students. J Emerg Med. Google Scholar
  15. 15.
    Johnson EO, Charchanti AV, Troupis TG (2012) Modernization of an anatomy class: from conceptualization to implementation. A case for integrated multimodal–multidisciplinary teaching. Anat Sci Educ 5(6):354–366CrossRefGoogle Scholar
  16. 16.
    Ahn JS, French AJ, Thiessen ME, Kendall JL (2014) Training peer instructors for a combined ultrasound/physical exam curriculum. Teach Learn Med. Google Scholar
  17. 17.
    Saarlandes Ud (2017) sonoBYstudents—Der Sonokurs von Studierenden für Studierende. Universitätsklinikum des Saarlandes. Accessed 23 Aug 2017
  18. 18.
    Norman G (2010) Likert scales, levels of measurement and the “laws” of statistics. Adv Health Sci Educ 15(5):625–632CrossRefGoogle Scholar
  19. 19.
    Celebi N, Zwirner K, Lischner U, Bauder M, Ditthard K, Schürger S, Riessen R, Engel C, Balletshofer B, Weyrich P (2012) Student tutors are able to teach basic sonographic anatomy effectively–a prospective randomized controlled trial. Ultraschall in der Medizin-European Journal of Ultrasound 33(02):141–145CrossRefGoogle Scholar
  20. 20.
    Hoppmann RA, Rao VV, Poston MB, Howe DB, Hunt PS, Fowler SD, Paulman LE, Wells JR, Richeson NA, Catalana PV (2011) An integrated ultrasound curriculum (iUSC) for medical students: 4-year experience. Crit Ultrasound J 3(1):1CrossRefGoogle Scholar
  21. 21.
    Weyrich P, Schrauth M, Kraus B, Habermehl D, Netzhammer N, Zipfel S, Jünger J, Riessen R, Nikendei C (2008) Undergraduate technical skills training guided by student tutors—analysis of tutors' attitudes, tutees' acceptance and learning progress in an innovative teaching model. BMC Med Educ 8(1):18. CrossRefGoogle Scholar
  22. 22.
    Hoppmann R, Hunt P, Louis H et al (2011) Medical student identification of knee effusion by ultrasound. ISRN Rheumatol. 2011:874596. CrossRefGoogle Scholar

Copyright information

© Springer-Verlag GmbH Germany, part of Springer Nature 2019

Authors and Affiliations

  • A. Hamza
    • 1
    Email author
  • J. C. Radosa
    • 1
  • E.-F. Solomayer
    • 1
  • Z. Takacs
    • 1
  • I. Juhasz-Boess
    • 1
  • R. Ströder
    • 1
  • R. Joukhadar
    • 2
  • N. Nourkami-Tutdibi
    • 3
    • 4
  • E. Tutdibi
    • 3
    • 4
  • M. Zemlin
    • 3
  • G. Meyberg-Solomayer
    • 1
  1. 1.Department of Obstetrics and GynecologyUniversity of SaarlandHomburgGermany
  2. 2.Department of Obstetrics and GynecologyUniversity of WürzburgWürzburgGermany
  3. 3.Department of General Pediatrics and NeonatologyUniversity of SaarlandHomburgGermany
  4. 4.SonoBy Students Teaching ProjectUniversity of SaarlandHomburgGermany

Personalised recommendations