Abstract
Introduction: Peer-assisted learning (PAL) is widely used to support collaborative clinical skill development. In Japan, PAL is often organised through student-led extracurricular groups known as circles or “bukatsudō”. This descriptive study examined the educational characteristics of a student-led ultrasound circle, the Hamamatsu Emergency Room Ultrasound (HERUS), and explored students’ learning experiences.
Methods: We conducted a retrospective survey of sixth-year medical students who completed their clinical clerkships. The duration and extent of HERUS members’ (n = 14) and non-members’ ultrasound learning were compared. Additionally, HERUS members were surveyed to examine factors associated with learning frequency and faculty recognition. Qualitative open-ended responses about perceived educational benefits were analysed using content analysis.
Results: HERUS members gained earlier ultrasound experience in the cardiac, abdominal, and neck regions, and were more likely to have performed cardiac ultrasound on patients during clerkship, than non-members. HERUS members with ≥30 months of participation reported more departments where HERUS was discussed with faculty. Half of the HERUS members practiced ultrasound with peers at least weekly. Content analysis indicated that wearing scrubs helped faculty identify HERUS members and provide them with opportunities for ultrasound practices on real patients. Self-motivating factors were collaborative PAL, perceived competence in ultrasound examinations in clinical settings, and self-paced, repetitive practice.
Conclusion: HERUS provided a culturally grounded, practical environment for student-led ultrasound learning. Qualitative patterns reflected factors corresponding to relatedness, competence, and autonomy in self-determination theory. These preliminary insights may help refine student-led PAL initiatives.