Development of a hybrid point-of-care ultrasound curriculum for first year medical students in a rural medical education program: a pilot study

Joshua I Johnson; Heather Beasley; Derek Southwick; Allie M Lords; Ross Kessler; Michael E Vrablik; Russell T Baker

doi:10.1186/s12909-023-05005-6

Development of a hybrid point-of-care ultrasound curriculum for first year medical students in a rural medical education program: a pilot study

BMC Med Educ. 2024 Jan 3;24(1):16. doi: 10.1186/s12909-023-05005-6.

Authors

Joshua I Johnson^{1

2}, Heather Beasley^{3

4}, Derek Southwick^{3

4}, Allie M Lords^{3

4}, Ross Kessler^{4

5}, Michael E Vrablik^{4

5}, Russell T Baker^{3

4}

Affiliations

¹ WWAMI Medical Education Program, University of Idaho, Moscow, Idaho, USA. jijohnson@uidaho.edu.
² University of Washington School of Medicine, Seattle, Washington, USA. jijohnson@uidaho.edu.
³ WWAMI Medical Education Program, University of Idaho, Moscow, Idaho, USA.
⁴ University of Washington School of Medicine, Seattle, Washington, USA.
⁵ Department of Emergency Medicine, University of Washington, Seattle, Washington, USA.

Abstract

Background: The field of point-of-care ultrasound (POCUS) has advanced in recent decades due to the benefits it holds for medical providers. However, aspiring POCUS practitioners require adequate training. Unfortunately, there remains a paucity of resources to deliver this training, particularly in rural and underserved areas. Despite these barriers, calls for POCUS training in undergraduate medical education are growing, and many medical schools now deliver some form of POCUS education. Our program lacked POCUS training; therefore, we developed and implemented a POCUS curriculum for our first-year medical students.

Methods: We developed a POCUS curriculum for first year medical students in a rural medically underserved region of the United States. To evaluate our course, we measured learning outcomes, self-reported confidence in a variety of POCUS domains, and gathered feedback on the course with a multi-modal approach: an original written pre- and post-test, survey tool, and semi-structured interview protocol, respectively.

Results: Student (n=24) knowledge of POCUS significantly increased (pre-test average score = 55%, post-test average score = 79%, P<0.0001), and the course was well received based on student survey and interview feedback. In addition, students reported increased confidence toward a variety of knowledge and proficiency domains in POCUS use and their future clinical education and practice.

Conclusions: Despite a lack of consensus in POCUS education, existing literature describes many curricular designs across institutions. We leveraged a combination of student initiatives, online resources, remote collaborations, local volunteers, and faculty development to bring POCUS to our institution in a rural and medically underserved region. Moreover, we demonstrate positive learning and experiential outcomes that may translate to improved outcomes in students' clinical education and practice. Further research is needed to evaluate the psychomotor skills, broader learning outcomes, and clinical performance of students who take part in our POCUS course.

Keywords: Anatomical sciences; Clinical skills; Curriculum development; Interprofessional education; Point of care ultrasound.

MeSH terms

Curriculum
Education, Medical*
Humans
Learning
Pilot Projects
Point-of-Care Systems
Students, Medical*