Self-Directed Learning for Pulmonary Ultrasound Education

NCT07679698 | Completed

• 1 other identifier: 219865
• Study Type: interventional
• Target: 385
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Pulmonary Ultrasound Education; Ultrasound Training

Keywords

Point-of-Care Ultrasound; Lung Ultrasound; Medical Education; Simulation-Based Education; Randomized Controlled Trial; Equivalence Trial

Outcome Measures

Primary Outcomes (4)

• Anatomical Structure Recognition Accuracy

  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

  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

  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

  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

Secondary Outcomes (1)

• Student Satisfaction With the Simulation Experience

  Immediately after the 3-hour ultrasound training session

Study Arms (2)

Tutor-Guided Learning

ACTIVE COMPARATOR

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.

Behavioral: Tutor-Guided Learning

Self-Directed Learning

EXPERIMENTAL

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.

Behavioral: Self-Directed Learning

Interventions

Self-Directed Learning BEHAVIORAL

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.

Self-Directed Learning

Tutor-Guided Learning BEHAVIORAL

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.

Tutor-Guided Learning

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• 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

You may not qualify if:

• 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

Sponsors & Collaborators

• University of Turin, Italy: lead

Study Sites (1)

Advanced Medical Simulation Center- SimTO, School of Medicine, Turin, Italy

Turin, Italy, 10126, Italy

Location

Related Publications (1)

• Agostino S, Daga MA, Novello F, Daga FA, Papotti G, Veglio F, Milan A. Evaluating the efficacy of a cost-effective PC-based tool as an equivalent alternative to traditional ultrasound simulators in medical education. Anat Sci Educ. 2025 Nov;18(11):1203-1214. doi: 10.1002/ase.70115. Epub 2025 Aug 29.

  PMID: 40883880 BACKGROUND

Study Officials

• Alberto Milan, PhD

  Candiolo Cancer Institute, FPO-IRCCS, Candiolo, Italy

  STUDY DIRECTOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: Participants could not be masked because they were aware of whether they received tutor-guided instruction or used the self-directed learning tool. Primary outcome assessment was computer-based and automatically recorded by EcoQuiz Med, reducing the possibility of assessor bias. Data analysis was performed using exported coded datasets.
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Research Technician, Department of Medical Sciences, University of Turin

Study Record Dates

• First Submitted: June 23, 2026
• First Posted: July 1, 2026
• Study Start: March 3, 2026
• Primary Completion: April 30, 2026
• Study Completion: April 30, 2026
• Last Updated: July 1, 2026

Record last verified: 2026-06

Data Sharing

• IPD Sharing: Will not share

Locations

IT (1)