Pilot teaching programme: Point-of-care ultrasound teaching is useful and feasible for newly qualified clinicians

Abstract

Background:

Point-of-care ultrasound (POCUS) has become widespread across many clinical specialties. However, there remains no standardised curriculum for point-of-care ultrasound training in early postgraduate medical education in the United Kingdom. Structured teaching during foundation training may enhance clinical practice and provide core skills relevant to future training. This pilot study aimed to evaluate the feasibility and utility of a structured course for newly qualified doctors.

Methods:

A 3-session ultrasound curriculum was developed, covering ultrasound physics, machine operation, lung and cardiac imaging, and ultrasound-guided vascular access. Each session included a 30- to 45-minute lecture followed by 75–100 minutes of hands-on practice with facilitators. The course was delivered to FY1s in April–May 2025. Participants completed pre- and post-session questionnaires and multiple-choice assessments.

Results:

Twenty-six participants attended at least one session. All agreed that early point-of-care ultrasound teaching would benefit clinical practice, including 25% who had little prior interest in POCUS. There was a significant increase in confidence in general point-of-care ultrasound skills (z = 3.11, p = 0.002), lung (z = 3.24, p = 0.001), cardiac (z = 2.71, p = 0.007) and vascular access point-of-care ultrasound (z = 3.13, p = 0.002). Multiple-choice questions test scores also significantly improved across all sessions. Participants did report that one cardiac session was insufficient to gain reasonable confidence.

Conclusions:

This pilot study supports the feasibility and utility of structured point-of-care ultrasound education for newly qualified doctors. Early point-of-care ultrasound training can provide immediate clinical benefits and support long-term skill development. Integration into the foundation curriculum or local teaching should be considered.