ArticleThe clinical teacher2026
A Structured Ultrasound-Guided Cannulation Course to Prepare Medical Students for Foundation Training.
Article in The clinical teacher, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Rapid skill acquisition through task-specific ultrasound training for peripheral cannulation in medical students.BMC medical education · 2026Article
- A Structured Ultrasound-Guided Cannulation Course to Prepare Medical Students for Foundation Training.The clinical teacher · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundUltrasound-guided peripheral intravenous cannulation (US-PIVC) is a critical skill for resident doctors, yet standardised ultrasound training remains inconsistent in undergraduate medical curricula. This gap may compromise patient care and safety. APPROACH: A structured, competency-based US-PIVC simulation training was integrated into the final-year medical curriculum. Using the Reach, Effectiveness, Adoption, Implementation and Maintenance (RE-AIM) framework, we conducted a convergent parallel mixed-method study. Quantitative data were collected through a validated rating scale in an end-of-session assessment, whereas qualitative insights were gathered via focus group discussions. EVALUATION: Ninety-eight students participated in the simulation training, with students (n = 25) and staff (n = 4) contributing to focus group discussions. The objective competency assessment demonstrated a 98% pass rate, with 84% achieving full procedural proficiency. Thematic analysis revealed that structured US-PIVC training significantly enhanced students' confidence and preparedness for their foundation doctor role. Participants reported a perceived reduction in dependence on senior staff and improvements in both patient safety and procedural efficacy. To ensure skill retention, key recommendations included providing ongoing practice opportunities, implementing logbook signoffs, appointing designated US skills leads, fostering collaborative partnerships and maintaining US equipment. IMPLICATIONS: Our study highlights the need for structured, standardised US-PIVC training to reduce variability in clinical education. The programme improved confidence, proficiency and clinical efficiency while decreasing reliance on senior staff. Embedding mandatory training, logbook signoffs and simulation realism will enhance patient safety, procedural competency and preparedness for foundation roles.
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Registered trials
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