{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,13]],"date-time":"2026-10-13T23:02:45Z","timestamp":1791932565918,"version":"4.3.4"},"reference-count":34,"publisher":"Springer Science and Business Media LLC","issue":"1","license":[{"start":{"date-parts":[[2026,2,28]],"date-time":"2026-02-28T00:00:00Z","timestamp":1772236800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2026,4,7]],"date-time":"2026-04-07T00:00:00Z","timestamp":1775520000000},"content-version":"vor","delay-in-days":38,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"DOI":"10.13039\/100008967","name":"Philipps-Universit\u00e4t Marburg","doi-asserted-by":"crossref","id":[{"id":"10.13039\/100008967","id-type":"DOI","asserted-by":"crossref"}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["BMC Med Educ"],"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Ultrasonography is an essential clinical tool, offering rapid, bedside, imaging that supports timely clinical decision-making. Its effectiveness, however, depends heavily on examiner skill, requiring structured, practice-oriented training. Traditional tutor-led ultrasound teaching is limited by personnel and resource shortages. Blended learning, combining self-directed digital preparation with targeted hands-on teaching, may help overcome these constraints while maintaining educational quality. This randomized controlled non-inferiority trial evaluated whether a blended-learning abdomen ultrasound curriculum with reduced face-to-face teaching is as effective as a conventional full-day peer-teaching course.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Clinical-phase medical students at Philipps University Marburg were eligible to participate. After enrollment and written informed consent, students were randomized to either a conventional one-day (8-hour) face-to-face curriculum or a blended-learning curriculum consisting of online preparatory modules, followed by a shortened, 4-hour hands-on session. Both formats were delivered by trained student peer tutors. The primary outcome was performance in an Objective Structured Clinical Examination (OSCE; 0\u201320 points). Secondary outcomes included theoretical knowledge assessed through a written test (0\u201320 points) and student perceptions measured via a Likert-scale questionnaire.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      A total of 118 students were randomized (60 blended learning; 58 conventional). Blended learning was non-inferior to the conventional curriculum in OSCE performance (14.68\u2009\u00b1\u20092.72 vs. 14.86\u2009\u00b1\u20092.67; mean difference 0.18; 95% CI\u2009\u2212\u20090.80 to 1.16), with the confidence interval fully within the non-inferiority margin of \u0394\u2009=\u20094. Mean theoretical knowledge scores did not differ significantly (16.35\u2009\u00b1\u20092.74 vs. 16.59\u2009\u00b1\u20092.69;\n                      <jats:italic>p<\/jats:italic>\n                      \u2009=\u20090.35). Student evaluations indicated high perceived knowledge and skills gain in both groups, with comparable acceptance and course organization ratings.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>A blended-learning curriculum that shifts theoretical instruction from face-to-face teaching to structured self-directed online preparation, was non-inferior to a conventional full-day ultrasound course in teaching practical abdominal ultrasound skills. This approach provides an effective and resource-efficient strategy to broaden access to ultrasound education while preserving instructional quality.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Trial registration<\/jats:title>\n                    <jats:p>Not applicable.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1186\/s12909-026-08914-4","type":"journal-article","created":{"date-parts":[[2026,2,28]],"date-time":"2026-02-28T04:48:50Z","timestamp":1772254130000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Blended-learning with half the face-to-face time versus conventional abdominal ultrasound training in undergraduate medical education: a randomized controlled non-inferiority trial"],"prefix":"10.1186","volume":"26","author":[{"given":"Laura","family":"Butennandt","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tina","family":"Stibane","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Andreas","family":"Mayr","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Felix","family":"M\u00fchlensiepen","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Helmut","family":"Sitter","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Johannes","family":"Knitza","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2026,2,28]]},"reference":[{"key":"8914_CR1","doi-asserted-by":"publisher","first-page":"461","DOI":"10.1007\/s00068-015-0535-7","volume":"41","author":"N Lane","year":"2015","unstructured":"Lane N, Lahham S, Joseph L, Bahner DP, Fox JC. 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