Roman Hari - PhD project-data for study 2

<B>Title</B><BR>
Describing Ultrasound Skills Teaching by Near-Peer and Faculty Tutors Using Cognitive Apprenticeship.<BR><BR>
<B>Phenomenon</B><BR>
Ultrasound skills are becoming increasingly important in clinical practice but are resource-intensive to teach. Near-peer tutors often alleviate faculty teaching burden, but little is known about what teaching methods near-peer and faculty tutors use. Using the lens of cognitive apprenticeship, this study describes how much time faculty and near-peer tutors spend on different teaching methods during abdominal ultrasound skills training.<BR><BR>
<B>Approach</B><BR>
Sixteen near-peer and 16 faculty tutors were videotaped during one 55-min practical ultrasound lesson with randomly assigned students. Videos were directly coded using Cognitive Apprenticeship teaching methods and activities. Segment durations were summed up and compared quantitatively.<BR><BR>
<B>Findings</B><BR>All 32 tutors spent most of the time on observing and helping students (Coaching, Median 29:14 minutes), followed by asking open and stimulating questions (Articulation, 12:04 minutes and demonstrating and giving explanations (Modeling, 04:50 minutes). Overall, distributions of teaching methods used were similar between faculty and near-peer tutors. However, faculty tutors spent more time on helping students manually, whereas near-peer tutors spent more time on exploring students' learning gaps and establishing a safe learning climate. Cognitive Apprenticeship was well suited as observational framework to describe ultrasound skills.<BR><BR>
<B>Insights</B><BR>Ultrasound train-the-tutor programs should particularly focus on coaching and articulation. Near-peers' similar use of teaching methods adds to the evidence that supports the use of near-peer teaching in ultrasound skills education.<BR><BR>
<B>Explanation of all the instruments used in the data collection (including phrasing of items in surveys)</B><BR>
Baseline Questionnaire, 32 videos filmed from 3 angles and merged into 32 files
<BR><BR>
<B>Explanation of the data files: what data is stored in what file?</B><BR>
The study contained 32 videos of ultrasound sessions and one questionnaire (Folder name -.> Description)<BR>
Baseline Questionnaire -> Questions in Baseline questionnaire for near-peers and faculty (in German)<BR>
Tutor Information -> Contains results from questionnaire<BR>
Code for Video analysis -> Codebook how video segments were coded into categories
<BR>
Coded Video Segmente -> Contains number ("events") and Duration of coded segments<BR><BR>
<B>In case of qualitative data: description of the structure of the data files</B><BR>
"Coded Video Segments" contains the number and duration of all coded segments for all 16 peer videos ("P") and 16 faculty videos ("F")<BR><BR>