Assessing the Transferability of Peer‐Assisted Ultrasound Training for Medical Students: A Comparative Study Between Two Institutions in Germany and the <scp>UK</scp>

Ultrasound (US) is a clinically important imaging modality that can also enhance medical students' understanding of anatomy, physiology, and pathology. However, its integration into preclinical curricula often remains limited due to challenges such as resource constraints and instructor availability. To address these shortcomings, we implemented and evaluated a peer-assisted learning (PAL)-based US course-Summer School of Anatomy-based Sonography Heidelberg (SASH)-with a daughter course at a second institution, the University of Cambridge (Cam-SASH). Both programs focused on teaching fundamental US techniques through a structured, tutor-led curriculum including an accompanying course manual. In 2022, we evaluated both programs prospectively, including 36 medical students. Over 1 week, student tutors trained participants in B-mode abdominal US through lectures, hands-on practice, and assessments, including Objective Structured Clinical Examinations (OSCEs) and pre- and post-course multiple-choice tests of anatomical knowledge. Post-course knowledge levels were comparable between Hei-SASH and Cam-SASH participants, with no significant differences observed in multiple-choice tests or OSCE performance (p ≥ 0.17). Feedback was overwhelmingly positive, with students reporting increased confidence and proficiency in performing US scans and interpreting images. This study highlights the transferability of PAL-led US courses, with comparable outcomes between institutions. Our findings support the inclusion of such programs in undergraduate medical curricula, as they provide a cost-effective and scalable solution to resource limitations. By enabling students to gain hands-on experience with real-time imaging, these courses bridge the gap between theoretical learning and clinical application, equipping future physicians with essential diagnostic skills.