Teaching Ultrasound Early: Outcomes from a Student-Led POCUS Elective Course

BackgroundPoint-of-care ultrasound (POCUS) utilization across specialties continues to grow, making it a valuable skill for medical students. Early exposure to ultrasound may enhance students clinical reasoning, anatomical understanding, and integration of POCUS into the physical exam. This study evaluates the impact of a student-organized, physician-taught POCUS elective course on pre-clinical medical students competence in foundational ultrasound skills. MethodsFifteen students were enrolled in the course. Students attended four weekly 90-minute sessions focused on a unique organ system. Students took a 19-question test before and after the course to assess overall learning. Five-question quizzes were conducted before and after each session to evaluate immediate learning. Fishers exact test was used to compare correct vs. incorrect quiz answers before and after each session. ResultsOverall knowledge of POCUS, determined by the 19-question quiz, improved from 61.5% to 76.8% (p = 0.01). FAST and cardiac ultrasound quiz scores improved from 54.2% to 91.4% (p < 0.01) and 57.7% to 85.7% (p < 0.01), respectively. The pre- and post-quiz score for the abdominal ultrasound exam remained the same at 80.0% (p = 1). The gynecologic ultrasound exam score improved from 45.0% to 66.7% (p = 0.3). ConclusionsThis elective course significantly increased pre-clinical medical students knowledge of ultrasound. No statistically significant difference was noted for the abdominal or gynecologic sessions.