Table_1_Development and implementation of a comprehensive ultrasound curriculum for medical students: The Bonn internship point-of-care-ultrasound curriculum (BI-POCUS).docx

BackgroundPoint-of-care ultrasound (POCUS) is rapidly gaining ground within different areas of applications. Despite the high and increasing relevance of ultrasound, the availability of structured training programs in medical schools is still limited. Therefore, many doctors keep acquiring all their ultrasound skills throughout their postgraduate training. As a result, new residents lack theoretical and practical ultrasound abilities that are critical in everyday clinical practice. In order to improve this, we created and implemented a complete ultrasound curriculum for all medical students throughout their internship year that focuses on hands-on abilities in ultrasound imaging.MethodsWe used Kern‘s six-step model of curricular development comprising (1) problem identification and general needs assessment, (2) needs assessment of the targeted learners, (3) goals and objectives, (4) educational strategies, (5) implementation, and (6) evaluation and feedback by board-certified ultrasound experts. A two rounds Delphi process with multilevel, self-completed questionnaires and individual using a 9-point Likert scale and free text comments was used to identify learning objectives and reach agreement on the content of the curriculum.ResultsThe curriculum developed is aimed at students with no or little experience in their internship year and will be taught as part of their weekly-based internship training courses consisting of 2 hours of theory and 3 hours of practical training. The training will be conducted within a modular framework focusing on the key requirements of POCUS with increasing levels of complexity in accordance with the recommendations of the German Society for Ultrasound in Medicine (DEGUM), the European Federation of Societies for ultrasound in Medicine and Biology (EFSUMB) and the World Federation for ultrasound in Medicine and Biology (WFUMB). A longitudinal e-learning system will be implemented in addition to the practical and theoretical teaching units to track and examine the progress of the students.ConclusionEarly integration of ultrasound training into medical education as part of a structured and standardized broad ultrasound curriculum enables medical students to acquire basic skills and apply them practically. Fundamental scanning skills are acquired by hands-on exercises in small, supervised groups as part of BI-POCUS. BI-POCUS therefore provides an excellent opportunity to improve the clinical skills of future physicians. More research is needed to analyze the learning outcomes for medical students and the improvement of the patient’s outcome by establishing such an ultrasound curriculum.

背景：床旁超声成像（POCUS）在各个应用领域正迅速崭露头角。尽管超声成像的重要性日益凸显且不断上升，但医学院校中结构化培训项目的可获取性仍然有限。因此，许多医生在其研究生培训期间持续积累所有的超声技能。鉴于此，我们为实习期间的全体医学生创建并实施了一套完整的超声课程，该课程侧重于超声成像的实际操作能力。
方法：我们采用了Kern的六步课程开发模型，包括（1）问题识别和一般需求评估，（2）目标学习者的需求评估，（3）目标与宗旨，（4）教育策略，（5）实施，（6）由认证超声专家进行的评估和反馈。通过两轮德尔菲过程，使用多级、自我完成的问卷调查，以及个人使用9点李克特量表和自由文本评论，以确定学习目标并就课程内容达成一致。
结果：开发的课程面向实习年份缺乏或仅有少量经验的医学生，并将作为其基于周的课程培训的一部分进行教学，包括2小时的理沦学习和3小时的实践训练。培训将在模块化框架内进行，重点关注POCUS的关键要求，并按照德国医学超声学会（DEGUM）、欧洲医学与生物学超声学会联合会（EFSUMB）和世界医学与生物学超声联合会（WFUMB）的建议，逐步增加复杂度。除了实践和理论教学单元外，还将实施纵向在线学习系统，以跟踪和检验学生的进度。
结论：将超声培训早期纳入医学教育，作为结构化和标准化的广泛超声课程的一部分，使医学生能够掌握基本技能并将其应用于实践。基础扫描技能通过小型、监督小组的实际操作练习获得，作为BI-POCUS的一部分。因此，BI-POCUS为提高未来医师的临床技能提供了极佳的机会。需要更多研究来分析此类超声课程对医学生的学习成果以及患者结果改善的影响。