Introducing point-of-care ultrasound (PoCUS) to first-year graduate-entry medical students: a mixed methods feasibility study

Background : Point-of-Care Ultrasound (PoCUS) is increasingly recognised as an essential clinical tool, yet there is limited formal exposure in medical school. This study introduced first-year Graduate Entry Medicine (GEM) students to PoCUS through structured teaching, simulation-based workshops, and guided practice, evaluating changes in knowledge, confidence, and attitudes toward curriculum integration, with emphasis on appropriate application and stewardship. Methods : This was a mixed-methods, single-arm pre-post study. GEM Year 1 students (n = 36) were provided a teaching intervention, preparatory online learning, a didactic introduction to PoCUS governance, and a two-hour hands-on workshop across four stations: knobology, ultrasound-guided vascular access, FAST scanning, and simulator-based pathology recognition. Pre- and post PoCUS knowledge were assessed using a 25-item multiple-choice questionnaire (MCQ) covering physics, anatomy, pathology and governance. Practical skills in probe handling, knobology, normal anatomy and pathology recognition were assessed. Attitudes toward PoCUS integration were evaluated, along with a post-session User Experience Questionnaire (UEQ), survey and focus group. Medium term retention was assessed with a repeat MCQ and OSCE 6-weeks post intervention. Results : MCQ scores improved by 37.8% (mean change: 4.2, p<0.001), and all subdomains demonstrated statistically significant gains (p<0.001). The median practical skill score (max 15) was 13 (range, 8 –15). Students rated the experience highly on the UEQ in terms of novelty, efficiency and attractiveness. Thematic analysis of feedback highlighted enthusiasm for hands-on learning, the multimodal teaching format, and relevance to clinical practice. Students expressed a desire for more practice time and the majority (64%, n = 23) supported early integration of PoCUS into the curriculum. There was no significant decline in knowledge or practical scores at 6 weeks, indicating satisfactory medium term retention. Conclusion : This feasibility study demonstrates that structured PoCUS teaching for early medical students is practical, well received, and educationally beneficial. Significant knowledge and skills gains were achieved with retention at six weeks. Importantly, governance emerged as a key educational theme, underscoring the need to teach when not to use PoCUS alongside technical competence. With modest resource requirements, early integration of PoCUS into undergraduate curricula is achievable and may promote responsible adoption in clinical practice.