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• W3172967447 abstract "Bedside ultrasonography, also known as Point of Care Ultrasound (POCUS) is becoming increasingly prevalent in medical practice1 with some calling it the modern stethoscope2. As a result, a number of medical schools across the United States3–5, Canada6–8, Germany9, France10, Australia11, and the United Kingdom12 have incorporated POCUS into their curriculums. However, none of these countries exhibit any form of standardization or general guidelines surrounding their POCUS curriculums. This can pose difficulties for instructors who are willing to include ultrasound education in their curriculum but unsure of how to approach teaching it. Of the curriculums analyzed, we found that the majority of schools that included ultrasound teaching in the pre-clinical years incorporated it into the anatomy curriculum. However, number of students, content covered, and time allotted to POCUS education varies from school to school. Of the published data, it was found that on average students received about 6 hours of ultrasound experience over the course of the year. Moreover, the topics taught using ultrasound technology differed but the most common were cardiovascular and abdomen anatomy. In addition, the structure of the classroom varied from one program to the next depending on the size of the cohort and number of machines available. During hands-on practice, students were divided into groups with an average of 10.45 students per group. Thus, the question of which curriculum (or combination of curricular components) is feasible and most effective arises. By conducting an analysis of the pre-existing literature on POCUS education, we collected information regarding how medical schools have incorporated it into their own curriculums in the past. With this information, we hope to form a template or foundation to aid instructors and course developers in implementing their own POCUS curriculums. 1. Tarique, U. et al., J. Ultrasound Med. 2018; 37:1. 2. Feilchenfeld, Z. et al., Med. Educ. 2018; 52:12. 3. Rempell, J.S. et al., West J. Emerg. 2016; 17:6. 4. Rao, S. et al., J. Ultrasound Med. 2008; 27:5. 5. Hoppmann, RA. et al., Crit. Ultrasound J. 2015; 7:8. 6. Steinmetz, P. et al., J. Ultrasound Med. 2016; 35: 9. 7. Mohialdin, V. et al., FASEB J. 2018; 32. 8. Stone-McLean, J. et al., Cureus. 2017; 9:9. 9. Teichgräber, U.K.M. et al., Med. Educ. 1996; 30:4. 10. Hammoudi, N. et al., Arch. Cardiovasc. Dis. 2013; 106:10. 11. Moscova, M. et al., Anat. Sci. Educ. 2014; 8:3. 12. Wakefield, R.J. et al., Med. Teach. 2018; 40:6." @default.
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• W3172967447 date "2021-05-01" @default.
• W3172967447 modified "2023-09-27" @default.
• W3172967447 title "An Evidence‐Based Template to Incorporate Ultrasound in the Undergraduate Medical Curriculum" @default.
• W3172967447 doi "https://doi.org/10.1096/fasebj.2021.35.s1.00137" @default.
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