Ultrasound is an important diagnostic tool in patients with abdominal pain and after injury. However, it is highly dependent on the skills and training of the examiner. Thus, ultrasound competencies should be acquired early during medical education. The instructional approach affects the retention and performance of skills. A promising approach is “mastery learning.” The aim of the study was to evaluate the effectiveness of “mastery learning” compared with the “see one, do one” approach by performing a focused assessment of sonography for trauma (FAST) in undergraduate medical students based using an academic assessment tool (Objective Structured Clinical Examination [OSCE]). In a prospective controlled trial, 146 participants were randomly allocated to two groups (see one, do one and mastery learning) and trained in a 90-min module. In the see one, do one group, the trainer demonstrated the complete FAST routine, and then the students trained each other on it under supervision and received direct oral feedback from the tutors. In the mastery learning group, each student received a routing slip. The routing slip contained five levels of competence for the FAST routine, each of which had to be achieved (e.g., choosing the correct probe) and verified by the trainer before working toward the next competency level. The acquired competencies were assessed after training using the OSCE, which is a standardized practical exam using checklists. The mastery learning group attained 40.69 ± 5.6 points on average (of a maximum of 46 points), and the see one, do one group, 33.85 ± 7.7 points (p < 0.001). Mastery learning is an effective teaching method for undergraduate medical students performing FAST and is superior to the see one, do one approach, as assessed with the OSCE.

超声是腹痛患者和受伤后的重要诊断工具。但是，它高度依赖于审查员的技能和培训。因此，应在医学教育早期获得超声能力。教学方法会影响技能的保留和表现。一种有前途的方法是“掌握学习”。该研究的目的是通过使用学术评估工具（Objective结构化临床检查 [OSCE])。在一项前瞻性对照试验中，146 名参与者被随机分配到两组（见一组、做一组和掌握学习）并接受 90 分钟模块的培训。在看一做一组中，培训师演示了完整的FAST套路，然后学生们在监督下互相训练，并得到导师的直接口头反馈。在掌握学习小组中，每个学生都收到了一张路由表。路由表包含 FAST 例程的五个级别的能力，每个级别都必须达到（例如，选择正确的探头）并在朝着下一个能力级别努力之前由培训师验证。获得的能力在使用 OSCE 进行培训后进行评估，这是使用清单的标准化实践考试。掌握学习组平均获得40.69±5.6分（最高46分），看一做一组，33.85±7.7分（p < 0.001）。掌握学习是执行 FAST 的本科医学生的一种有效教学方法，并且优于 OSCE 评估的“见一做一”的方法。