ArticleCureus2026
Medical Students' Perceptions of Point-of-Care Ultrasound Education: A Qualitative Interview Study.
Article in Cureus, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background Point-of-care ultrasound (POCUS) training is a critical component of undergraduate medical education (UME) due to its application across specialties. However, the best strategy for its integration into UME remains uncertain. Despite growing expert consensus on POCUS competency milestones, the perspectives of learners have received limited attention. This qualitative study explores medical students' experiences, confidence, and perceived training gaps regarding POCUS training to generate insights to complement expert frameworks and inform curriculum development. Methods We conducted interviews with 13 final-year medical students at a single U.S. MD school. Interviews were analyzed using inductive thematic analysis to identify themes related to their POCUS education experiences, instructional preferences, and perceived training gaps. Reporting followed the Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines. Results Three key themes emerged: (1) Students universally valued POCUS training and recognized its importance for residency preparation, but felt inadequately trained. (2) Inconsistent and informal exposure to POCUS limited skill development and confidence, with training opportunities varying by rotation and individual attending interest. (3) Students preferred a structured hybrid teaching model. They expressed a desire to prioritize practical skills like probe selection, machine operation, and focused exams. Conclusions Students reported variable POCUS exposure and limited confidence despite recognizing its clinical value. These findings suggest that structured, high-yield POCUS education centered on foundational skills may improve learner engagement and confidence. These findings identify areas where learner experience may differ from existing competency frameworks and may help inform the implementation of introductory UME POCUS curricula.
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