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Abstract Introduction Ultrasound is important in heart diagnostics, yet implementing effective cardiac ultrasound requires training. While current strategies incorporate digital learning and ultrasound simulators, the effectiveness of these simulators for learning remains uncertain. This study evaluates the effectiveness of simulator-based versus human-based training in Focused Assessed with Transthoracic Echocardiography (FATE). Materials and methods This single-centre, prospective, randomised controlled study was conducted during an extracurricular FATE workshop (approximately 420 min) for third-year medical students. Participants were randomly assigned to the study group (training solely on simulators) or the control group (training on human subjects). Both groups completed a theory test and a self-assessment questionnaire before the course (T1) and at the end of the training (T2). At T2, all participants also completed two Direct Observation of Procedural Skills (DOPS) tests—one on the simulator (DOPSSim) and one on humans (DOPSHuman). Results Data from 128 participants were analysed (n = 63 study group; n = 65 control group). Both groups exhibited increased competency between the T1 and T2 self-assessments and theory tests (p

The acquisition of ultrasound skills is an essential part of any medical student’s education. University access restrictions in the context of the COVID-19 pandemic have highlighted the need for digitization in teaching. However, teaching manual skills in online courses has proven to be challenging, not least in terms of human resources. Therefore, the aim of this study was to set up a hybrid head and neck ultrasound course consisting of a preface of video-based self-study followed by supportive instruction by a tutor in telepresence and to evaluate the quality, effectiveness, and feasibility of this teaching method. Thirty-five students were shown video tutorials on systematic ultrasound of the neck course. Learning outcomes were analyzed using self-assessment questionnaires and external assessment by an experienced ultrasonographer. All participants demonstrated statistically significant learning improvement (p < 0.001) when comparing self-assessment scores before and after training. The mean self-assessment scores increased from 13.8 to 26.6 for the telepresence-guided group, from 16.6 to 27.3 for the web-based group, and from 14.0 to 26.2 for the in-person group. The external observer assessment also showed improvement, with mean scores of 46.7, 48.1, and 46.5, respectively. Overall results did not significantly differ when comparing different instruction modalities. A telepresence-guided video-based ultrasound course is well suited to teaching ultrasound skills similar to in-person courses and allows a more resource-efficient targeting of student needs.