Virtual multispecialty point‐of‐care ultrasound rotation for fourth‐year medical students during COVID‐19: Innovative teaching techniques improve ultrasound knowledge and image interpretation

OBJECTIVES: Point‐of‐care ultrasound (PoCUS) has been integrated into undergraduate medical education. The COVID‐19 pandemic forced medical schools to evolve clinical rotations to minimize interruption through implementation of novel remote learning courses. To address the students’ need for remote clinical education, we created a virtual PoCUS course for our fourth‐year class. We present details of the course's development, implementation, quality improvement processes, achievements, and limitations. METHODS: A virtual PoCUS course was created for 141 fourth‐year medical students. The learning objectives included ultrasound physics, performing and interpreting ultrasound applications, and incorporating PoCUS into clinical decisions and procedural guidance. Students completed a 30‐question pre‐ and posttest focused on ultrasound and knowledge of clinical concepts. PoCUS educators from 10 different specialties delivered the course over 10 days using video‐conferencing software. Students watched live scanning demonstrations and practiced ultrasound probe maneuvers using a cellular telephone to simulate ultrasound probe. Students completed daily course evaluations that were used as a continuous needs assessment to make improvements. RESULTS: A total of 141 students participated in the course; all received a passing grade. The mean pre‐ and posttest scores improved from 58% to 88% (p < 0.001) through the course duration. Daily evaluations revealed the percentage of students who rated the course's live scanning sessions and didactic components as “very well” increased from 32.7% on day 1 to 69.7% on day 10. The end‐of‐course evaluation revealed that 91% of students agreed they received effective teaching. CONCLUSIONS: In response to the COVID‐19 pandemic, our multispecialty faculty expeditiously developed a virtual PoCUS curriculum for the entire fourth‐year class. This innovative course improved students’ ultrasound knowledge, image interpretation, and clinical application while utilizing novel techniques to teach a hands‐on skill virtually. As the demand for PoCUS instruction continues to increase, the accessibility of virtual training and blended learning will be beneficial.