Lecture-First Teaching Yields Higher Practical Cardiovascular Ultrasound Scores Than Practice-First Approach: RCT

In a randomized trial of 54 undergraduates, lecture-before-practice teaching improved practical ultrasound skills (median OSCE score 0.95 vs 0.82, P=0.002) and overall performance (0.9 vs 0.82, P=0.009) vs practice-first sequencing. Theoretical knowledge did not differ.

• RCT of 54 undergraduate radiologic sciences students; lecture-first (n=25) vs practice-first (n=29) for cardiovascular ultrasound training.
• Extra hands-on sessions further increased overall scores (0.9 vs 0.83, P=0.004) and practical skills (0.93 vs 0.87, P=0.01).
• Limitation: Single-institution study with small sample; exploratory analysis of supplemental practice sessions limits causal inference.

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