Principles for Developing a Large-Scale Point-of-Care Ultrasound Education Program: Insights from a Tertiary University Medical Center in Israel.
Authors
Affiliations (4)
Affiliations (4)
- Faculty of Health Sciences, Ben-Gurion University of the Negev, Israel.
- Clinical Research Center, Soroka University Medical Center, Beer-Sheva, Israel.
- General Surgery Department, Sheba Medical Center, Israel.
- Intensive Care Unit, Soroka University Medical Center,Beer-Sheva, Israel.
Abstract
Point-of-care ultrasound (POCUS) has transformed bedside diagnostics, yet its operator-dependent nature and lack of structured training remain significant barriers. To address these challenges, Ben Gurion University (BGU) developed a longitudinal six-year POCUS curriculum, emphasizing early integration, competency-based training, and scalable educational strategies to enhance medical education and patient care. To implement a structured and scalable POCUS curriculum that progressively builds technical proficiency, clinical judgment, and diagnostic accuracy, ensuring medical students effectively integrate POCUS into clinical practice. The curriculum incorporates hands-on training, self-directed learning, a structured spiral approach, and peer-led instruction. Early exposure in physics and anatomy courses establishes a foundation, progressing to bedside applications in clinical years. Advanced technologies, including AI-driven feedback and telemedicine, enhance skill retention and address faculty shortages by providing scalable solutions for ongoing assessment and feedback. Since its implementation in 2014, the program has trained hundreds of students, with longitudinal proficiency data from over 700 students. Internal studies have demonstrated that self-directed learning modules match or exceed in-person instruction for ultrasound skill acquisition, AI-driven feedback enhances image acquisition, and early clinical integration of POCUS positively influences patient care. Preliminary findings suggest that telemedicine-based instructor feedback improves cardiac ultrasound proficiency over time, and AI-assisted probe manipulation and self-learning with ultrasound simulators may further optimize training without requiring in-person instruction. A structured longitudinal approach ensures progressive skill acquisition while addressing faculty shortages and training limitations. Cost-effective strategies, such as peer-led instruction, AI feedback, and telemedicine, support skill development and sustainability. Emphasizing clinical integration ensures students learn to use POCUS as a targeted diagnostic adjunct rather than a broad screening tool, reinforcing its role as an essential skill in modern medical education.