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Self-Directed Learning for Pulmonary Ultrasound Education

2026年6月29日 更新者：Samuel Agostino、University of Turin, Italy

"Scaling Up Ultrasound Education Without Scaling Up Tutors: A Randomized Controlled Equivalence Trial of Self-Directed Learning for Pulmonary Pathology Recognition"

This study compared two ways of teaching medical students how to recognize lung conditions using ultrasound images.

All participants were third-year medical students taking part in a structured ultrasound training session at the University of Turin. Students were randomly assigned to one of two groups. One group learned lung ultrasound pathology recognition with direct guidance from a tutor. The other group used a self-directed digital learning tool called MEDQUIZ, which allowed students to review clinical cases and ultrasound videos independently.

The main goal of the study was to determine whether self-directed learning was equivalent to tutor-guided instruction for recognizing pulmonary ultrasound findings. Students completed ultrasound image-based assessments before and after the training. The assessments evaluated their ability to recognize anatomical structures, distinguish normal from abnormal findings, and identify specific lung conditions such as pneumonia, pleural effusion, interstitial syndrome, and pneumothorax.

The study also evaluated student satisfaction with the learning experience.

調査の概要

状態

完了

条件

介入・治療

詳細な説明

This was a single-center, randomized, controlled equivalence trial conducted at the SimTO Advanced Medical Simulation Center, University of Turin, Italy. The study included third-year medical students enrolled in the curricular "Approach to Ultrasound" internship.

Before the in-person training session, all students completed online instructional materials on thoracic and abdominal ultrasound. During the internship, students participated in a structured two-hour ultrasound training session composed of four 30-minute stations. The stations included hands-on scanning of healthy volunteers and case-based pathology recognition activities.

At the thoracic pathology station, students were randomly assigned to either tutor-guided learning or self-directed learning. In the tutor-guided group, students worked through pulmonary ultrasound cases with direct supervision, clinical reasoning guidance, and feedback from a tutor. In the self-directed learning group, students used MEDQUIZ, a purpose-built digital learning tool that presented clinical cases, patient information, and lung ultrasound video clips in an interactive format.

The primary outcomes were based on pre-training and post-training assessments using ultrasound video cases. Students were assessed on three levels of competency: recognition of the anatomical structure shown in the ultrasound clip, classification of the finding as physiological or pathological, and identification of the specific pulmonary condition when a pathological finding was present. An overall case resolution score was also calculated.

Secondary outcomes included student satisfaction with the simulation-based learning experience, assessed at the end of the internship.

研究の種類

介入

入学 (実際)

385

段階

  • 適用できない

連絡先と場所

このセクションには、調査を実施する担当者の連絡先の詳細と、この調査が実施されている場所に関する情報が記載されています。

研究場所

  • イタリア
    • Italy
      • Turin、Italy、イタリア、10126
        • Advanced Medical Simulation Center- SimTO, School of Medicine, Turin, Italy

参加基準

研究者は、適格基準と呼ばれる特定の説明に適合する人を探します。これらの基準のいくつかの例は、人の一般的な健康状態または以前の治療です。

適格基準

就学可能な年齢

  • 子
  • 大人
  • 高齢者

健康ボランティアの受け入れ

はい

説明

Inclusion Criteria:

  • Third-year medical students enrolled in the "Approach to Ultrasound" curricular internship at the University of Turin
  • Limited or no prior ultrasound experience
  • No previous formal specialized ultrasound training
  • Provision of informed consent for data collection

Exclusion Criteria:

  • Inability to attend the complete ultrasound training session and both assessment sessions
  • Physical or medical conditions limiting participation in hands-on ultrasound practice
  • Refusal to provide informed consent for data collection

研究計画

このセクションでは、研究がどのように設計され、研究が何を測定しているかなど、研究計画の詳細を提供します。

研究はどのように設計されていますか？

デザインの詳細

  • 主な目的：他の
  • 割り当て：ランダム化
  • 介入モデル：並列代入
  • マスキング：独身

武器と介入

参加者グループ / アーム
介入・治療
アクティブコンパレータ：Tutor-Guided Learning
Participants assigned to this arm completed the thoracic pathology recognition station with direct tutor guidance. During the session, students reviewed pulmonary ultrasound cases through structured case-based learning, received real-time clinical reasoning guidance, and were provided with immediate corrective feedback by a trained tutor. All other components of the ultrasound internship were identical to those completed by the self-directed learning group.
行動：Tutor-Guided Learning
Participants completed the thoracic pathology recognition station with direct tutor guidance. During the 30-minute station, students reviewed pulmonary ultrasound cases through structured case-based learning, received real-time clinical reasoning guidance, and were provided with immediate corrective feedback by a trained tutor.
実験的：Self-Directed Learning
Participants assigned to this arm completed the thoracic pathology recognition station using MEDQUIZ, a purpose-built self-directed digital learning tool. Students independently reviewed clinical cases, patient information, and pulmonary ultrasound video clips without structured tutor guidance. The tool included learning materials that remained available during the session. All other components of the ultrasound internship were identical to those completed by the tutor-guided learning group.
行動：Self-Directed Learning
Participants used MEDQUIZ, a purpose-built digital learning tool, to complete the thoracic pathology recognition station independently. The tool presented clinical cases, patient information, learning materials, and pulmonary ultrasound video clips. Students reviewed the cases and answered independently without structured tutor guidance during the 30-minute station.

この研究は何を測定していますか？

主要な結果の測定

結果測定
メジャーの説明
時間枠
Anatomical Structure Recognition Accuracy
時間枠：Immediately before and immediately after the 3-hour ultrasound training session
Percentage of pulmonary ultrasound cases in which participants correctly identified the anatomical structure shown in the ultrasound video clip.
Immediately before and immediately after the 3-hour ultrasound training session
Physiological Versus Pathological Discrimination Accuracy
時間枠：Immediately before and immediately after the 3-hour ultrasound training session
Percentage of pulmonary ultrasound cases in which participants correctly classified the ultrasound finding as physiological or pathological.
Immediately before and immediately after the 3-hour ultrasound training session
Pulmonary Pathology Identification Accuracy
時間枠：Immediately before and immediately after the 3-hour ultrasound training session
Percentage of pathological pulmonary ultrasound cases in which participants correctly identified the specific pulmonary condition shown in the ultrasound video clip, including pneumonia or consolidation, interstitial syndrome, pleural effusion, or pneumothorax.
Immediately before and immediately after the 3-hour ultrasound training session
Overall Pulmonary Ultrasound Case Resolution Score
時間枠：Immediately before and immediately after the 3-hour ultrasound training session
Percentage of pulmonary ultrasound cases correctly resolved with the maximum score. A case was considered correctly resolved when the participant correctly identified the anatomical structure, correctly classified the finding as physiological or pathological, and, where applicable, correctly identified the specific pulmonary pathology.
Immediately before and immediately after the 3-hour ultrasound training session

二次結果の測定

結果測定
メジャーの説明
時間枠
Student Satisfaction With the Simulation Experience
時間枠：Immediately after the 3-hour ultrasound training session
Student satisfaction with the ultrasound training experience will be assessed after the session using the Italian version of the Satisfaction with Simulation Experience scale. This scale includes 18 items rated on a 5-point Likert scale, from 1 to 5. The total score ranges from 18 to 90, with higher scores indicating greater satisfaction with the simulation-based learning experience. Three subscale scores will also be calculated: Debriefing and Reflection, ranging from 9 to 45; Clinical Reasoning, ranging from 5 to 25; and Clinical Learning, ranging from 4 to 20. For all subscales, higher scores indicate a better outcome, corresponding to greater satisfaction in the specific domain.
Immediately after the 3-hour ultrasound training session

協力者と研究者

ここでは、この調査に関係する人々や組織を見つけることができます。

スポンサー

University of Turin, Italy

捜査官

  • スタディディレクター：Alberto Milan, PhD、Candiolo Cancer Institute, FPO-IRCCS, Candiolo, Italy

出版物と役立つリンク

研究に関する情報を入力する責任者は、自発的にこれらの出版物を提供します。これらは、研究に関連するあらゆるものに関するものである可能性があります。

一般刊行物

研究記録日

これらの日付は、ClinicalTrials.gov への研究記録と要約結果の提出の進捗状況を追跡します。研究記録と報告された結果は、国立医学図書館 (NLM) によって審査され、公開 Web サイトに掲載される前に、特定の品質管理基準を満たしていることが確認されます。

主要日程の研究

研究開始 (実際)

2026年3月3日

一次修了 (実際)

2026年4月30日

研究の完了 (実際)

2026年4月30日

試験登録日

最初に提出

2026年6月23日

QC基準を満たした最初の提出物

2026年6月29日

最初の投稿 (実際)

2026年7月1日

学習記録の更新

投稿された最後の更新 (実際)

2026年7月1日

QC基準を満たした最後の更新が送信されました

2026年6月29日

最終確認日

2026年6月1日

詳しくは

本研究に関する用語

キーワード

その他の研究ID番号

  • 219865

個々の参加者データ (IPD) の計画

個々の参加者データ (IPD) を共有する予定はありますか?

いいえ

IPD プランの説明

Individual participant data will not be made publicly available. Access to de-identified data may be considered only in the context of a formal scientific collaboration and after approval by the relevant institutional and ethics committee authorities, in accordance with applicable regulations.

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