Jennifer WangAmi TamhaneyTorey AverickShreya MathurThibault PhilippineAnna JackanichCharlene GawAlan Chiem2026-01-232026-01-232026-04https://doi.org/10.1016/j.acepjo.2025.100321https://rims.khazar.org/handle/123456789/511Objectives: Peer-instructed tele-ultrasound has the potential to provide highquality clinical ultrasound education to medical students. However, there is limited data evaluating the effectiveness of such methods in practice. The primary aim of this study is to evaluate how virtual tele-ultrasound teaching compares with traditional in-person teaching of peer-instructed pulmonary ultrasound in undergraduate medical students. Methods: In a preliminary single-center study, first-year medical students (n = 39) were randomized into 2 peer-instructed pulmonary ultrasound teaching groups: a traditional in-person group or a virtual tele-ultrasound group. Effectiveness was evaluated by 3 primary outcomes: (1) change in knowledge score on pre- and posttest, (2) performance in an objective structured clinical exam, and (3) subjective confidence surveys. The secondary outcome was participants’ overall experience with the teaching method. Two one-sided t test was used to measure equivalence between the 2 groups (p < .05). Results: The virtual teaching group was statistically equivalent to the traditional in-person group in all primary outcomes of knowledge change (37.4 vs. 37.8 point improvement out of 100, p < .001), OSCE score (12.7 vs. 12.4 out of 15, p = .002), and overall confidence (4.2 vs. 4.1 out of 5, p = .02). The teleultrasound group rated their experience highly overall, but not statistically equivalent to the traditional group (4.5 vs. 4.9 out of 5, p = .47).en-USjournal-article