Design and Validation of a Peer-Teacher-Based Musculoskeletal Ultrasound Curriculum

Rationale and Objectives: To design and validate a peer-teacher based musculoskeletal ultrasound curriculum for radiology residents. Materials and Methods: A musculoskeletal ultrasound curriculum with hands-on scanning workshops was designed for radiology residents. Prior to the workshops, several residents received 3 hours of hands-on training in ultrasound scanning technique which was overseen by an attending musculoskeletal radiologist; these “peer teachers” then led small-group hands-on scanning during the workshops. Participants performed diagnostic ultrasound examinations at the conclusion of the workshops to assess skill acquisition and 2 months following the workshops to quantify skill retention. Participants also completed surveys to determine confidence in performing musculoskeletal ultrasound examinations. Median scores and interquartile range (25–75%)were calculated, and t test was used to compare results. Results: Thirty seven residents from all years of training and six senior resident or fellow peer teachers participated in four workshops. Diagnostic ultrasound images were obtained in 100% at the conclusion of the workshop and in 79% 2 months later. Prior to the workshops, residents reported low level of musculoskeletal ultrasound knowledge (median 2, interquartile ranges 1–2), and low confidence in performing (1, 1–2)and interpreting (1, 1–2)musculoskeletal ultrasound examinations. There was a significant increase in knowledge (3, 3–4)and confidence performing (3, 3–4)and interpreting (3, 3–4)studies following the workshops (p < 0.001 for all comparisons). Conclusion: Hands-on musculoskeletal ultrasound workshops, utilizing a peer teacher led small group format is an effective method of teaching scanning skills to residents. There was excellent skill acquisition, good skill retention, and significant increase in confidence performing and interpreting these studies following completion of the curriculum.