11 Tipps für eine effektive universitäre Sonographie-Lehre

Zusammenfassung

Hintergrund

Die Integration von Sonografie in das Medizinstudium bietet vielfältige Chancen, stellt Lehrende jedoch vor komplexe Herausforderungen. Die Vermittlung von theoretischen und praktischen sonografischen Kompetenzen erfordert neben technischer Expertise auch fundierte didaktische und kommunikative Fähigkeiten der Lehrenden. Ziel dieser Arbeit ist es, auf Basis aktueller Evidenz, Sonografie-Lehrenden fundierte Empfehlungen zur effektiven Gestaltung ihrer Lehre an die Hand zu geben.

Methoden

Im Rahmen eines systematischen Literaturreviews wurden nationale und internationale Studien zur Sonografieausbildung und -didaktik ausgewertet. Die gewonnenen Erkenntnisse wurden thematisch gebündelt, im Konsensverfahren strukturiert und in Form von praxisnahen Leittipps aufbereitet. Die Analyse orientierte sich an den PRISMA-Kriterien und wurde durch eine narrative Synthese ergänzt.

Ergebnisse

Als Ergebnisse wurden elf didaktisch fundierte Empfehlungen für die Sonografielehre formuliert, darunter: optimale Gruppengrößen, Etablierung von Peer-Teaching, frühe curriculare Integration, Einsatz moderner Technologien (z.B. KI, VR), Verwendung geeigneter Lehr- und Lernmaterialien sowie didaktischer Methoden, gezielte Vermittlung psychomotorischer Fähigkeiten und der Einbezug ethischer Aspekte. Alle genannten Empfehlungen haben sich in der Literatur als relevant, praktikabel und didaktisch wirksam erwiesen und wurden inhaltlich eingeordnet und erläutert.

Diskussion

Die Ergebnisse zeigen, dass qualitativ hochwertige Sonografieausbildung mehr als technische Schulung ist: Sie erfordert pädagogische Planung und didaktisches Feingefühl. Die vorgestellten Tipps bieten Orientierung und Impulse für eine reflektierte, evidenzbasierte und lernendenzentrierte Lehrpraxis. Sie fördern nicht nur den Kompetenzerwerb der Studierenden, sondern auch die Weiterentwicklung der Lehrenden selbst – hin zu einer zukunftsfähigen, interprofessionell anschlussfähigen Sonografieausbildung.

Abstract

Background

The integration of sonography into medical studies offers a wide range of opportunities, but also presents teachers with complex challenges. Teaching theoretical and practical sonographic skills requires not only technical expertise, but also sound didactic and communication skills on the part of the teachers. The aim of this study is to provide sonography teachers with sound recommendations for effective teaching based on current evidence.

Methods

National and international studies on sonography training and didactics were evaluated as part of a systematic literature review. The findings were grouped by topic, structured using a consensus process, and presented in the form of practical guidelines. The analysis was based on the PRISMA criteria and supplemented by a narrative synthesis.

Results

Eleven didactically sound recommendations for sonography teaching were formulated, including: optimal group sizes, establishment of peer teaching, early curricular integration, use of modern technologies (e.g., AI, VR), use of appropriate teaching and learning materials and didactic methods, targeted teaching of psychomotor skills, and the inclusion of ethical aspects. All of the recommendations mentioned have been proven to be relevant, practicable, and didactically effective in the literature and were classified and explained in terms of content.

Discussion

The results show that high-quality sonography training is more than just technical training: it requires educational planning and didactic sensitivity. The tips presented here offer guidance and inspiration for reflective, evidence-based, and learner-centered teaching practices. They not only promote the acquisition of skills by students, but also the further development of the teachers themselves—towards sustainable, interprofessionally compatible sonography training.

Schlüsselwörter

Ultraschall - Ausbildung - Training

Keywords

Ultrasound - Education - Training

Publikationsverlauf

Eingereicht: 10. September 2025

Angenommen nach Revision: 02. Dezember 2025

Artikel online veröffentlicht:
08. Januar 2026

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