Exploring the Effectiveness of A Mixed-Level Group Teaching Model in On-site Intestinal Ultrasound Training

Objective To investigate the effectiveness of a teaching model combining real-case bedside instruction with mixed-level group teaching in intestinal ultrasound training, and to provide reference forestablishing an efficient and practical training system for intestinal ultrasound.

Methods Ultrasound physicians with junior- and intermediate professional titles who attended training at the Department of Ultrasound, Peking Union Medical College Hospital in March 2025 were enrolled. A mixed-level group teaching model was implemented under real clinical scenarios in teaching clinics, with on-site practical instruction covering case analysis, clarification of examination purposes, real-time image interpretation, and standardized report writing. Teaching effectiveness was evaluated through pre- and post-training theoretical tests (covering basic knowledge, image recognition, and disease-related knowledge), self-assessment of confidence in performing examinations, and feedback on teaching satisfaction.

Results A total of 12 trainees were enrolled, with a mean age of (35.2±3.8) years; 10 trainees (83.3%) were attending physicians and 2 (16.7%) were residents. The trainees' overall theoretical test scores improved significantly after training (89.2±9.0) vs. (76.7±13.7), P=0.009. Module-based analysis showed that the image recognition module score increased significantly (51.7±5.8) vs. (45.0±5.2), P=0.001, with the score rate rising from (81.8±9.5)% to (93.9±10.5)%; scores in the basic knowledge module (20.0±7.4) vs. (16.7±8.9), P=0.120 and disease-related knowledge module (17.5±3.4) vs. (15.0±5.6), P=0.139 both showed upward trends, but the differences were not statistically significant. The median confidence score for independently performing examinations increased from 1.0 (1.0, 1.3) before training to 2.5 (2.0, 3.3) after training (P=0.002). Subgroup analysis revealed that trainees without prior training experience demonstrated significantly greater improvements in total scores 20.0 (15.0, 40.0) vs. 7.5 (1.3, 10.0), P=0.016 and image recognition module scores 10.0 (10.0, 13.8) vs. 5.0 (1.3, 8.8), P=0.020 compared to those with prior experience. Teaching satisfaction surveys indicated that the combined proportion of responses rated as "considerable help" and "extremely helpful" across all dimensions ranged from 83.3% to 91.7%.

Conclusions The teaching model combining real-case bedside instruction with mixed-level group teaching significantly enhances trainees' image interpretation skills and clinical competence in intestinal ultrasound, effectively addresses the diverse learning needs of trainees at different baseline levels, and provides a reference for developing effective clinical training approaches in intestinal ultrasound practice.