Roman Hari - PhD project-data for study 2

Segment durations were summed up and compared quantitatively. Findings 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. Insights 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. Explanation of all the instruments used in the data collection (including phrasing of items in surveys) Baseline Questionnaire, 32 videos filmed from 3 angles and merged into 32 files Explanation of the data files: what data is stored in what file? The study contained 32 videos of ultrasound sessions and one questionnaire (Folder name -.> Description) Baseline Questionnaire -> Questions in Baseline questionnaire for near-peers and faculty (in German) Tutor Information -> Contains results from questionnaire Code for Video analysis -> Codebook how video segments were coded into categories Coded Video Segmente -> Contains number ("events") and Duration of coded segments In case of qualitative data: description of the structure of the data files "Coded Video Segments" contains the number and duration of all coded segments for all 16 peer videos ("P") and 16 faculty videos ("F")