Observational studyBMC medical education2024
Teaching Medical Students Rapid Ultrasound for shock and hypotension (RUSH): learning outcomes and clinical performance in a proof-of-concept study.
Observational study in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Effectiveness of a multi-model teaching strategy to train emergency medicine residents to use point-of-care ultrasound (POCUS) for assessment of shock.BMC medical education · 2025Trial
- Developing diagnostic reasoning through point-of-care ultrasound in emergency medicine training: a qualitative study of international medical students.BMC medical education · 2026Article
- Open-access RUSH protocol course improves knowledge and perceived confidence among healthcare learners.BMC medical education · 2025Article
- Feasibility of a Shock Simulation with Ultrasound Curriculum.ATS scholar · 2025Article
- Article
- A Randomized-Controlled Trial Using Point of Care Ultrasound to Evaluate Volunteer Patients in the Emergency Department Versus a Manikin Simulator for Improving Knowledge and Confidence of Hypotension and Shock in Medicine Sub-Internship Students.Advances in medical education and practice · 2025Article
- Anatomic evaluation of the height of the carotid bifurcation by 4Jornal vascular brasileiro · 2025Article
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundPoint-of-care ultrasound (POCUS) is a critical diagnostic tool in various medical settings, yet its instruction in medical education is inconsistent. The Rapid Ultrasound for Shock and Hypotension (RUSH) protocol is a comprehensive diagnostic tool, but its complexity poses challenges for teaching and learning. This study evaluates the effectiveness of a single-day training in RUSH for medical students by assessing their performance in clinical scenarios.
methodsIn this prospective single-center observational proof-of-concept study, 16 medical students from Saarland University Medical Center underwent a single-day training in RUSH, followed by evaluations in clinical settings and on a high-fidelity simulator. Performance was assessed using a standardized scoring tool and time to complete the RUSH exam. Knowledge gain was measured with pre- and post-training written exams, and diagnostic performance was evaluated with an objective structured clinical examination (OSCE).
resultsStudents demonstrated high performance in RUSH exam views across patients (median performance: 85-87%) and improved scanning times, although not statistically significant. They performed better on simulators than on live patients. Written exam scores significantly improved post-training, suggesting a gain in theoretical knowledge. However, more than a third of students could not complete the RUSH exam within five minutes on live patients.
conclusionsSingle-day RUSH training improved medical students' theoretical knowledge and simulator performance but translating these skills to clinical settings proved challenging. The findings suggest that while short-term training can be beneficial, it may not suffice for clinical proficiency. This study underscores the need for structured and possibly longitudinal training programs to ensure skill retention and clinical applicability.
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