• Cassian Cremerius, Gertraud Gradl-Dietsch, Frank J P Beeres, Björn -Christian Link, Lea Hitpaß, Sven Nebelung, Klemens Horst, Christian David Weber, Carl Neuerburg, Daphne Eschbach, Christopher Bliemel, and Matthias Knobe.
• Department of Diagnostic and Interventional Radiology, Marienhospital Aachen, Zeise 4, 52066, Aachen, Germany.
• Eur J Trauma Emerg Surg. 2021 Aug 1; 47 (4): 1189-1199.

ObjectiveThe aim of this prospective randomised trial was to assess the impact of the team-based learning approach on basic musculoskeletal ultrasound skills in comparison to both peer-assisted and conventional teaching and to examine the influence of gender and learning style on learning outcomes.MethodsIn this prospective randomised trial, we randomly assigned 88 students to 3 groups: team-based learning (n = 19), peer-assisted learning (n = 36) and conventional teaching (n = 33). Pre-existing knowledge was assessed using a multiple-choice (MC) exam. Student performance after completing the course was measured using an Objective Structured Clinical Examination (OSCE) and a second MC exam. Students were asked to complete Kolb's Learning Style Inventory and to evaluate the course.ResultsThere was a significant gain in theoretical knowledge for all students (p < 0.001). The team-based learning groups' performance proved to be significantly superior on the OSCE (p = 0.001). As gender had no significant effect on practical or theoretical performance, learning style was linked to differences in the practical outcome. An evaluation showed overall satisfaction with the course and with the respective teaching methods.ConclusionTeam-based learning proved to be superior to peer-assisted and conventional teaching of musculoskeletal ultrasound skills.© 2020. Springer-Verlag GmbH Germany, part of Springer Nature.

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