Empowering OB/GYN Trainees Through Point-of-Care Ultrasound: Bridging Imaging and Clinical Care

Point-of-care ultrasound (POCUS) has rapidly become an essential advancement in modern clinical practice. By bringing real-time imaging directly to the bedside, POCUS allows the same clinician who examines the patient to also visualize anatomy, assess pathology, and immediately act on findings. This integration of imaging and decision-making has made POCUS indispensable across multiple specialties, and obstetrics and gynecology are no exception.

The American Institute of Ultrasound in Medicine (AIUM) has long recognized the importance of standardization and quality in ultrasound practice. Its Practice Parameter for the Performance of Point-of-Care Ultrasound1 provides clear specifications for evaluating the abdomen, retroperitoneum, thorax, heart, and extremities for deep venous thrombosis. These guidelines form the foundation for ensuring that the benefits of POCUS—speed, accuracy, and accessibility—are balanced with safety and quality.

POCUS in Everyday OB/GYN Practice

Within obstetrics and gynecology, POCUS is a natural extension of bedside care. On labor and delivery units, it enables rapid assessment of fetal presentation, amniotic fluid, and placenta and fetal well-being through biophysical profiles. In emergency and postoperative settings, clinicians can use POCUS to quickly evaluate for intraperitoneal free fluid, aiding in the diagnosis of ruptured ectopic pregnancy or postoperative bleeding.

Evidence continues to support the diagnostic reliability of POCUS in OB/GYN. For instance, Boivin et al2 evaluated its accuracy in diagnosing retained products of conception in 265 patients. They found that point-of-care ultrasound demonstrated a sensitivity of 79% and specificity of 93.8%, validating its value in streamlining diagnosis and guiding timely management.

Training Gaps and the Case for Structured Education

Despite its broad applicability, ultrasound training in OB/GYN residency and MFM fellowship remains highly variable. Currently, emergency medicine is the only specialty with formal requirements for ultrasound training and credentialing. This gap has led to inconsistent proficiency among new OB/GYN graduates, even though ultrasound is fundamental to the specialty.

A structured curriculum in POCUS can address this gap. Training should combine didactic instruction, hands-on scanning, and supervised image review, building both technical skills and diagnostic reasoning. Defining competency benchmarks and maintaining image portfolios reviewed by credentialed sonographers or MFM faculty can help standardize skill acquisition and ensure quality.

Expanding POCUS Applications in Obstetric Critical Care

POCUS offers unique advantages beyond fetal and gynecologic imaging, particularly in the management of acutely ill obstetric patients. In the setting of hypertensive disorders, sepsis, or peripartum cardiomyopathy, bedside ultrasound can provide immediate insights into maternal cardiopulmonary status.

  • Lung ultrasound helps identify pulmonary edema, distinguishing cardiac from non-cardiac causes of dyspnea.
  • Cardiac views allow assessment of contractility and pericardial effusion.
  • Inferior vena cava (IVC) measurements help estimate fluid status and guide resuscitation in acutely ill patients.

Learning Early, Learning Effectively

Training in ultrasound doesn’t have to wait until residency. Vyas et al3 demonstrated that even first-year medical students could perform a basic obstetric triage scan after only twelve hours of training. Students correctly identified fetal lie, placental location, amniotic fluid index, biparietal diameter, and head circumference in more than 90% of cases, showing that structured, feedback-driven instruction can produce reliable results even among novice learners.

Sustaining Competence Through Practice

Ultrasound is a skill that requires repetition, reflection, and review. A comprehensive program should integrate longitudinal opportunities for scanning, image storage, and expert feedback. Access to curated image archives can help trainees build pattern recognition and diagnostic confidence. Incorporating POCUS assessments into rotations, such as emergency triage, obstetric critical care, or ultrasound electives, reinforces learning through real-world application.

Conclusion

Point-of-care ultrasound represents both an art and a science, merging clinical intuition with immediate visual data. For OB/GYN residents and MFM fellows, POCUS is not simply a diagnostic adjunct but a core competency that enhances patient safety, efficiency, and confidence at the bedside.

By embedding structured POCUS training and competency assessment into OB/GYN education, we can ensure the safe and effective use of ultrasound in medicine. Doing so ensures that the next generation of clinicians will not only interpret images but truly see their patients more completely, more immediately, and more compassionately.

References

1. American Institute of Ultrasound in Medicine. AIUM Practice Parameter for the Performance of Point-of-Care Ultrasound Examinations. J Ultrasound Med 2021; 40(8):E34–E52. https://doi.org/10.1002/jum.14972

2. Boivin J, et al. Utility of Point-of-Care Ultrasound in the Diagnosis of Retained Products of Conception. J Obstet Gynaecol Can 2020; 42(4):440–446. https://doi.org/10.1016/j.jogc.2019.08.026

3. Vyas KS, et al. Point-of-Care Obstetric Ultrasound Training for First-Year Medical Students in Rural Settings. J Ultrasound Med 2018; 37(3):715–722. https://doi.org/10.1002/jum.14404

Ruchira Sharma, MBBS, MD, FACOG, is a Maternal-Fetal Medicine Specialist, Director of MFM Fellowship, and Director of the Obstetric Ultrasound and Antenatal Testing Unit at Rutgers Robert Wood Johnson Medical School.

Sara Buhmaid, MD, is a Maternal-Fetal Medicine Fellow at Rutgers Robert Wood Johnson Medical School.

A professional headshot of a smiling woman with shoulder-length dark hair, wearing a patterned blouse and a dark blazer, against a blurred blue background.
Ruchira Sharma, Rutgers-Robert Wood Johnson Medical School, New Brunswick, NJ. 10/25/2021 Photo by Steve Hockstein/HarvardStudio.com

An Invaluable Tool in Your Practice: Musculoskeletal Ultrasound

Musculoskeletal ultrasound (MSK US) has emerged as a powerful tool that is advancing pediatric sports medicine. Its noninvasive nature, real-time imaging capabilities, and portability make it invaluable for injury assessment and treatment planning. Let’s delve into some key points:

  • Utility in Sports Medicine: The American Medical Society for Sports Medicine (AMSSM) developed a recommended MSK US curriculum for sports medicine fellows in 2010 to help guide programs towards adequate training during their fellowship to meet the requirements of competency outlined by the American Institute of Ultrasound in Medicine (AIUM) Training Guidelines for the Performance of MSK US Examination. This was later revised in 2015 and it was where the term “sports ultrasound” was first introduced to reflect the use of ultrasound by sports medicine physicians for both musculoskeletal and non-musculoskeletal indications.  Since then, sports US has become nearly ubiquitous in sports medicine clinics, training rooms, and at sporting events across the country. Finally, in 2017, ultrasound training was formally added to the Accreditation Council for Graduate Medical Education (ACGME) core program requirements for sports medicine fellowships, including pediatric-based programs.
  • Pediatric Considerations: Skeptics may argue that ultrasound isn’t necessary for evaluating musculoskeletal (MSK) complaints in children, assuming they don’t experience the same amount of pathology as adults. However, as a pediatric sports medicine physician with a decade of ultrasound experience, I can attest that children do encounter similar MSK issues. Children exhibit both common MSK conditions (like tendinosis, ligament tears, muscle injuries, effusions, and fractures) and unique ones related to their growing skeletons (like osteochondral defects, Salter Harris injuries, apophysitis, and avulsion fractures). MSK US can play a role in evaluating all of these conditions at the point of care. 
  • Beyond Pediatric Sports Medicine: MSK Ultrasound is a valuable tool that extends beyond pediatric sports medicine as well. It is widely used in rheumatology clinics, where it helps diagnose conditions like synovitis, arthritis, and enthesitis. Emergency physicians can quickly identify joint effusions and dislocations, full-thickness tendon tears, and fractures, influencing acute management decisions. General pediatricians can benefit from MSK ultrasound, too, and this is not just ordering ultrasounds to rule out hip dysplasia in infants. Simple questions—like distinguishing between solid versus cystic soft tissue masses and assessing joint effusions—can guide primary care clinicians. When families seek answers about their child’s condition and treatment options, especially “How can we get them back to sports safely?” time is of the essence and point-of-care ultrasound (POCUS) becomes even more important!
  • Interventional Possibilities: While the volume of procedures may not match clinics focused on older athletes, there are still opportunities for the pediatrician. US guidance opens the door to injections of not only joints and their recesses but also within tendon sheaths, bursa, and perineural spaces. Therapeutic injections have their obvious role in successful treatment of pathologic conditions, but diagnostic injections can also play a crucial role, especially for patients with chronic pain. Precise targeting using ultrasound ensures accurate delivery of anesthetic injectates that can help inform the clinician of the etiology of pain, which often goes undiagnosed for years in the more challenging patient scenarios.         
  • Safety and Efficiency: Sonologists with diagnostic expertise can now confidently guide needles to precise locations, minimizing risks. Unlike radiography, which involves radiation exposure, ultrasound is radiation-free. This safety aspect is crucial, especially when discussing imaging options with pediatric patients and their families. For example, repeating radiographs or imaging contralateral sides for comparisons may be unnecessary if the pediatric clinician has POCUS in their toolbox.   

In summary, MSK ultrasound is a versatile tool that empowers clinicians across pediatric specialties to make informed decisions and provide better patient care. I challenge you to take advantage of all the great MSK US resources available through the AIUM and ask yourself how you could start incorporating this tool into your practice.

Drew Duerson, MD, RMSK, is a Sports Medicine physician in the Division of Sports Medicine at Nationwide Children’s Hospital. He is also a clinical associate professor of Pediatrics at the Ohio State University. Drew is a board-certified Pediatrician with a certificate of added qualification in Sports Medicine. He also holds a POCUS Musculoskeletal certification from the Alliance for Physician Certification and Advancement. 

Drew.Duerson@nationwidechildrens.org

@pedsmskusdoc

Drew Duerson, MD, RMSK

Interested in reading more about MSK ultrasound? Check out these on-demand webinars from the American Institute of Ultrasound in Medicine (AIUM):

Ultrasound in Medical Education: The Person Behind the Probe

In this blog post, we are going on a trip.

That’s right, let’s go on a trip back in time.

Think back to your first time picking up an ultrasound probe.

What did it look like? Who was instructing you? What were you scanning?

Did you feel confused? Lost in the little black and grey lines wiggling in unison with every movement of your hand.

Was your mind filled with wonder and awe at the ability to see right through the skin in real time? Or were you struck with confusion and pessimism? This isn’t practical. There’s no way I (or my specialty) will need to use this.

For some of us, the first time touching an ultrasound probe was a very long time ago, for others (like myself) it was just a few short months ago.

I am fortunate that my institution has incorporated ultrasound into our medical curriculum. We have had access to handheld ultrasound probes from the very first month of medical school. We are taught the physics behind sound waves and tissue echogenicity. We are encouraged to complete online modules, take ultrasound quizzes, and practice scanning as much as we can.

Hours have been spent scanning myself and my peers, trying to figure out what is what. Our faculty advisor aptly dubbed the ‘ultrasound champion’ showed us the ropes of how to improve our scanning. He was readily available, willing to explain, and quick to show what different views look like.

When he took on a different position, us students quickly found out that an ultrasound is only as good as the person behind the probe. Without our ‘ultrasound champion’ around, we quickly hit a glass ceiling, unable to elevate to the next steps in our scanning abilities.

In the ‘champion-less era,’ we have found other sources of knowledge. From online resources provided by the AIUM, YouTube, POCUS101, and SonoSim we are able to see what different views can look like. We have reached out to faculty, and they have been quick to give us bits of knowledge or take part in scanning sessions when they are available. We have collaborated with other schools in state-wide competitions, have begun scanning at student-run free health clinics, and attended AIUM conferences. We are getting better.

I view ultrasound medical education curriculum and the opportunities afforded by surrounding myself in scanning as the ultimate bridge between preclinical studies and my future in clinical medicine. The hands-on attribute of scanning mixes well with time in the books. No matter which specialty I choose, ultrasound will be a part of it as point-of-care sonography continues to grow into the scope and forefront of medical practice. While most of my ultrasound exploration has been done independently, having access to an ‘ultrasound champion’ was critical in my initial interest and excitement for ultrasound. One that I wish I still had access to.

The future of ultrasound is bright, and I am excited to share that many medical students coming up in training are extremely excited about ultrasound. We want to get better. We also need ‘ultrasound champions’ to be the catalysts that make us better.

If you are an ultrasound champion at your institution, I encourage you to keep the excitement that you felt when mastering ultrasound. You are helping your students unlock that ability.

If you have not yet taken steps to share your ultrasound skills, I urge you to share your knowledge with someone who may benefit from it, whether the person is a training nurse, a medical student like me, or even a colleague. If you have the desire to make ultrasound education a cornerstone of your practice, explore becoming the ‘ultrasound champion’ at your institution.

We need you behind the probe, showing us how it’s done so that we can be the ones behind the probe for years to come.

Brian Villa is a second-year medical student at a 4-year MD program in Florida, USA. During his very brief time in the medical field, he has taken a strong liking to point-of-care ultrasound and ultrasound in medical education. He is the leader of the Ultrasound Student Interest Group at his institution and has been included in conversations regarding ultrasound curriculum. He enjoys abdominal and thoracic ultrasound and his favorite view (as an avid fisherman) is the parasternal short axis ‘fish mouth’ mitral valve view.

Time to Pause and Reflect

During my early career as an Urgent Care Physician, I worked in busy, under-served, and rural Urgent Care Centers (UCCs). At that time, Point-of-Care Ultrasound (POCUS) was not popular. I practiced in high acuity UC settings, where we would often have US machine and US tech during business hours with an on-call tech after hours, as well as CT scan, STAT labs, and IV placement capabilities. However, I was interested in learning more about POCUS – so I attended a few CME courses that taught MSK and soft tissue, led by companies like Sonosite.

After these courses, I returned to work excited and attempted to convince my medical director to incorporate POCUS into our UC workflow. My idea was rejected. As time passed and I moved to other jobs, I would again ask at each new urgent care clinic and would be met with the same response. They claimed it is cost-prohibitive and that training providers would be cumbersome.

The basic skills I learned from these courses withered away from lack of practice shortly after finishing these 2-day seminars. Years passed by, and I forgot about POCUS, having felt discouraged following many unsuccessful attempts to integrate it into my practice.

Yet, over the past 5 years, I have noticed a shift in the operation of UCCs nationwide. There has been a tendency to eliminate US and CT from UC, reserving it for emergency department (ED) patients and scheduled outpatient orders. Our UCC still maintained STAT labs and IV placement capabilities, but this shift created bigger problems. Mainly, it led to increases in unnecessary ED transfers, which led to longer ED wait times, unsatisfied patients, more UC bounce-backs, and delayed patient care. At the same time, the shortage of primary care providers (PCPs) continued to grow, and the wait to get timely appointments with their PCP remained difficult, resulting in many patients not receiving the care they needed.

When I first started practicing UC Medicine, the goal of many UCCs was to reduce ED burden through managing stable patients while at the same time reducing primary care burnout by offering primary care services to bridge the gap in access to care. Nonetheless, the lack of imaging in the UCCs has caused the urgent care world to fall short of these goals – including duplicate and incomplete workups and increased costs to patients (particularly when labs are ordered only to discover the need to go to the ED to finish the workup). Add on top of this the fact that many insurance companies will not pay for 2 visits on the same day and the lack of consistent X-ray staffing due to shortages, and it becomes clear that there is a dire need for POCUS and POCUS-trained providers in our UCCs.

Two years ago, I decided to dedicate my time to learning and practicing POCUS. Recently, I decided to do a fellowship in POCUS. I wanted to refine my skills to provide the best care for my patients. Many patients come in with presentations such as undifferentiated dyspnea. Is it CHF? Pneumonia? COPD? POCUS can help with medical decision-making and finalize safe disposition to the ED or home.

What about that popliteal DVT that you strongly suspect on your shift? It is 7:00 pm on a Friday night, and outpatient imaging will not be able to get your patient in until the following week. How would you handle this situation? Unfortunately, many times patients must go to the ED and sit for many hours to get a DVT study done. Or what about the early-pregnancy patient that comes in with some vaginal bleeding and pelvic pain? Is it an intrauterine pregnancy (IUP) or a miscarriage?

POCUS helps you treat each of these patients with clinical accuracy and speed. For example, one day in our clinic, we had no x-ray tech on shift. I didn’t want to ask the patient to travel, as they, like many in our patient population, have difficulty finding affordable and timely transport. Instead, I was able to diagnose a fracture and treat it using my hand-held ultrasound.

Another time, I was able to diagnose a shoulder dislocation and do postreduction imaging to confirm placement. I’ve been able to rule out cardiac tamponade on a young patient with chest pain and pericarditis on EKG and send him home safely. POCUS enabled me to see a foreign body inside an abscess I would have missed. The list of what POCUS has enabled me to diagnose and treat goes on: a right lower quadrant mass on a patient with suspected appendicitis, with expedited care as the ED saw these images and took him straight to CT scan; several Pneumonias on the ultrasound that were missed on chest x-ray; the ability to differentiate between biliary colic and acute cholecystitis while doing a right upper quadrant scan.

One day, a colleague came and asked me if I could do a Renal Ultrasound on her patient, an elderly female who had been seen in the ED the day before with flank pain and hematuria. She received a CT scan in the ED showing moderate hydronephrosis and a partially obstructed ureteric stone. She came to the UC 24 hours later with worsening flank pain and vomiting. My bedside POCUS showed severe hydronephrosis and a completely obstructed ureteric calculus, with the added advantage of ruling out abdominal aortic aneurysm (AAA) at the same time. We were able to transfer her to the ED and expedite her care.

I offer all of these examples to showcase POCUS’s diverse breadth and depth in urgent care medicine. Undoubtedly, it saves lives, improves patient outcomes, and reduces costs. It is time to take a step back and consider the long-term benefits of POCUS.

The money spent now on machines and training will pay dividends in the future. While it seems like a longer-term investment, it will be recouped quickly, and the benefits will continue year after year.

Amera Gaballa, MD, is an Advanced Primary Care Ultrasound Fellow at the University of Michigan in Ann Arbor.

Ultrasound in the Diagnosis and Management of Chronic Obstructive Pulmonary Disease

Chronic Obstructive Pulmonary Disease (COPD) is a prevalent and debilitating respiratory condition that affects millions of people worldwide. While traditional diagnostic methods like spirometry and imaging techniques such as CT scans have played a vital role in managing this disease, ultrasound is emerging as a powerful tool in both diagnosis and treatment.

The Basics of COPD

COPD is a progressive lung disease characterized by the restriction of airflow due to chronic bronchitis and emphysema. The primary symptoms include breathlessness, coughing, and excessive mucus production. It is typically associated with a history of smoking, but environmental factors also play a role. Diagnosing and monitoring the progression of COPD is crucial for effective management.

The Role of Ultrasound in Diagnosis

Sonographic Assessment of Lung Morphology: Ultrasound imaging offers a noninvasive and radiation-free approach to assess lung morphology. Studies published in the Journal of Ultrasound in Medicine have demonstrated the effectiveness of ultrasound in evaluating lung parenchyma,1 pleura,1 and diaphragm.2 By examining these elements, clinicians can identify changes in the lung structure and rule out other conditions that might mimic COPD symptoms.

Evaluation of Diaphragm Function: COPD often affects diaphragm function, resulting in respiratory muscle weakness. Ultrasound allows for real-time assessment of diaphragm movement, enabling clinicians to detect early signs of diaphragmatic dysfunction.2 This information is valuable in selecting the appropriate treatment strategy for each patient.

Ultrasound-Guided Thoracentesis

In some cases, COPD patients develop pleural effusion, a condition characterized by an abnormal buildup of fluid in the pleural cavity. Ultrasound can be used to guide thoracentesis, a procedure in which this excess fluid is drained. A Journal of Ultrasound in Medicine report has highlighted the accuracy and safety of ultrasound guidance during this procedure, minimizing complications and improving patient outcomes.3

Monitoring Disease Progression

Ultrasound is not limited to the initial diagnosis but also plays a crucial role in monitoring COPD progression. Repeat ultrasound examinations can help evaluate changes in lung structure, assess diaphragm function, and track the effectiveness of ongoing treatments. Regular ultrasound monitoring can lead to more tailored and effective care plans for COPD patients.

Point-of-Care Ultrasound in COPD

Point-of-care ultrasound (POCUS) is a valuable tool for quickly assessing COPD exacerbations in emergency situations. It allows healthcare providers to rapidly evaluate lung abnormalities, pneumothorax, and pleural effusion, guiding immediate treatment decisions.4

Future Implications

As technology continues to advance, ultrasound is likely to play an even more prominent role in the diagnosis and management of COPD. Developments in portable and handheld ultrasound devices are making it easier for clinicians to perform ultrasound examinations at the bedside, providing real-time information to aid in decision-making.

Conclusion

The use of ultrasound in the diagnosis and management of COPD is a promising and evolving field. It offers a noninvasive, safe, and cost-effective means of assessing lung morphology, diaphragm function, and pleural effusion. With continued research and technological advancements, ultrasound is likely to become an indispensable tool in the fight against this chronic respiratory disease, helping patients receive more accurate diagnoses and tailored treatment plans.

References:

1. Martelius L, Heldt H, Lauerma K. B-lines on pediatric lung sonography: comparison with computed tomography. J Ultrasound Med 2016; 35:153–157. doi: 10.7863/ultra.15.01092.

2. Xu JH, Wu ZZ, Tao FY, et al. Ultrasound shear wave elastography for evaluation of diaphragm stiffness in patients with stable COPD: A pilot trial. J Ultrasound Med 2021; 40:2655–2663. doi: 10.1002/jum.15655.

3. Lane AB, Petteys S, Ginn M, Nations JA. Clinical importance of echogenic swirling pleural effusions. J Ultrasound Med 2016; 35:843–847. doi: 10.7863/ultra.15.05009.

4. Copcuoglu Z, Oruc OA. Diagnostic accuracy of optic nerve sheath diameter measured with ocular ultrasonography in acute attack of chronic obstructive pulmonary disease. J Ultrasound Med 2023; 42:989–995. doi: 10.1002/jum.16106.

Cynthia Owens, BA, is the Publications Coordinator for the American Institute of Ultrasound in Medicine (AIUM).

Interested in learning more about lung ultrasound? Check out the following articles from the American Institute of Ultrasound in Medicine’s (AIUM’s) Journal of Ultrasound in Medicine (JUM). After logging into the AIUM, members of AIUM can access them for free. Join the AIUM today!

Threading the Needle at UltraCon

Ultrasound has many advantages when used for interventional procedures such as improved visualization of the anatomy in relation to the needle tip. But acquiring the skills to perform ultrasound‐guided procedures takes time and practice.

And that is why the AIUM has devoted a full-day symposium called “Threading the Needle” to this topic on March 27, 2023, at UltraCon. The symposium provides a comprehensive overview of ultrasound-guided procedures, including:

Instrumentation
The needles and associated instrumentation commonly used in ultrasound-guided procedures will be shared. Important features and variations in equipment will be introduced for all specialties.

Teaching Tools
How do you teach others at your institution to perform procedures? The facilitator will provide an overview of best practices with specific examples.

Skills Station
Needle guidance principles will be taught for clinical applications such as IV access, target practice, and more utilizing hands-on models and cutting-edge technologies.

Safety
What are the important safety considerations when performing ultrasound-guided procedures?

Threading the Needle is just one of eight in-depth symposia featured at UltraCon 2023. Check out the Full Schedule to get a sneak peek at everything you could learn.

Another helpful resource about these procedures is the AIUM Practice Parameter for the Performance of Selected Ultrasound-Guided Procedures.

Therese Copper, BS, RDMS, is the Director of Accreditation, and Mark Macoit is the Marketing Manager at the American Institute of Ultrasound in Medicine (AIUM).

Ultrasound Education in United States Medical Schools

Although nearly every medical specialty uses ultrasound, medical schools are inconsistently integrating ultrasound education into their curriculum. According to a 2019 study (by Nicholas et al) of United States Accredited Medical Schools (USAMS),1 although integration of ultrasound into curricula has increased since a prior study in 2014 (by Bahner et al),2 ultrasound instruction is still inconsistent.

In the fall of 2019, researchers contacted 200 allopathic and osteopathic USAMS for the Nicholas study.1 Of those schools, 168 (84%) responded and, of those, 122 (72.6%) indicated they have an ultrasound curriculum.

Of the medical schools that responded, 46 (23%) indicated they did not have ultrasound curriculum. 1

Although this study did not look into why they did or did not have the curriculum, some barriers clearly still remain to incorporating it, such as those mentioned in a 2016 study by Dinh et al3: lack of funding, lack of trained faculty, and lack of curricular space.

According to the Nicholas study, it seems as though some of the schools (42) work around the lack-of-funding barrier by having volunteers as faculty. Only 35 (20.8% of those who responded) compensate their faculty and, of those, 22 (13.1%) are compensated monetarily.1 And when schools can’t afford their own ultrasound machines, some have found other means, such as borrowing hospital ultrasound equipment. 3 Other means of helping to distribute the cost of starting up a program include gradually adding classes, using near-peer teaching, and self-directed asynchronous learning using online resources and simulators.3 

As medical students who have learned about ultrasound have reported that it improves their understanding of anatomy and physical examination skills, and more specialties adopt this technology, students need to learn about it before they need to use it in clinical practice.1

Although more schools keep adding ultrasound to their curricula, it is not yet nationwide, and many who have succeeded had to struggle to make it happen. It is imperative that USAMS receive the funding and support they need to train medical students in the safe and effective use of ultrasound.

References

    1. Nicholas E, Ly AA, Prince AM, et al. The current status of ultrasound education in United States medical schools. J Ultrasound Med 2021; 40:2459–2465. https://doi.org/10.1002/jum.14333.
    2. Bahner D, Goldman E, Way D, Royall NA, Liu YT. The state of ultrasound education in U.S. medical schools: results of a national survey. Acad Med 2014; 89:1681–1686.
    3. Dinh VA, Fu JY, Lu S, Chiem A, Fox JC, Blaivas M. Integration of ultrasound in medical education at United States medical schools: A National Survey of Directors’ experiences. J Ultrasound Med 2016; 35:413–419. https://doi.org/10.7863/ultra.15.05073.
    4. Tarique U, Tang B, Singh M, Kulasegaram KM, Ailon J. Ultrasound curricula in undergraduate medical education: a scoping review. J Ultrasound Med 2018; 37:69–82. https://doi.org/10.1002/jum.14333.

    Cynthia Owens, BA, is the Publications Coordinator for the American Institute of Ultrasound in Medicine (AIUM).

    What if Ultraportable Ultrasound Devices Were the Future of Healthcare in Africa?

    The improvement and miniaturization of ultrasound devices is a result of the need to make ultrasound devices quickly accessible regardless of location. The right diagnosis at the right time in the right place can take you a step ahead in this race for point-of-care diagnosis.

    Developed countries have experienced very significant direct and indirect impacts on the quality of care for patients in acute care and those who are hospitalized. However, if in these countries, ultrasound has made it possible to bypass certain additional examinations (standard radiography, CT, MRI, etc) for certain precise indications despite the latter being nevertheless available, it can be deduced logically that under certain conditions, point-of-care ultrasound (POCUS) would have an even greater impact in settings where other modalities are simply not available.

    Indeed, developing countries and areas with limited resources often have in common a lack of diagnostic imaging means: old, non-mobile X-ray machines with little or no function at all and you’ll rarely find CT or MRI, and when you do, it is inefficient except in concentrated, large cities.

    Add to this an extremely limited electricity supply, which significantly reduces the effectiveness of the existing means even further. It directly results in the impossibility of full-time operation due to power cuts, and indirectly through breakdowns and the gradual deterioration of the equipment related to variations in electrical voltage.

    These various problems make Africa extremely fertile ground for the use of clinical ultrasound (POCUS) with exactly the same benefits as those obtained in other better-developed regions, but better still the absence of other means of diagnosis, which could lead clinical ultrasound to become the “gold standard” for clinical diagnosis in African.

    The problem, however, is the availability of the devices, especially the type of device. Indeed, the devices currently present in Africa are either static or relatively portable (more than 10kg), which poses a real problem of mobility for an imaging modality that could otherwise be performed at the patient’s bedside.

    Ultraportable devices with their small size, their resistance, their autonomy, and their low energy requirement could be a valuable diagnostic aid in Africa. However, there remains the problem of their availability (most manufacturers limit their network to developed countries) and their cost (due to the low purchasing power of practitioners in developing countries), the very idea of ​​obtaining one at its actual cost is completely illusory.

    What if the manufacturers of ultraportables developed strategies to support doctors who want to equip themselves and the educated societies with POCUS, set up conventional classroom-based training courses and E-learning free or at a reduced price for all doctors wishing to learn?

    Yannick Ndefo, MD, is a general practitioner in Cameroon and a POCUS ambassador for POCUS Certification Academy.

    Interested in learning more about ultrasound in global health? Check out these posts from the Scan:

          I Lost My Stethoscope…on Purpose

          In July of 2016, my medical school gave me my first, only, and likely, last stethoscope. Since its adoption by clinicians, it has become so iconic to the physician identity. I wanted to hear murmurs and rales—and sometimes prank my classmates and yell into the diaphragm. Since the start of my clinical rotations, it has been my constant companion, tucked away in my bag until I drape it behind my neck at the start of shift. I felt naked without it. Not in my bag? Might as well show up to work without my scrub top. But here I am, almost 3 years into residency: it’s somewhere at the bottom of my bag…I think.

          Throughout the years, emergency clinicians have continued to adapt and evolve in parallel to the rapidly expanding medical device industry, such as portable ultrasounds. The term “portable”, when describing ultrasounds, has evolved beyond most of our wildest imaginations. The once bulky, immobile machines that were only seen in the “ultrasound suite or room” are now stowed away in backpacks and physicians’ back pockets. The ubiquitous nature of ultrasound has encouraged even physicians that did not train with it to adapt and learn to utilize it for almost any chief complaint. 

          I posit the adoption of point-of-care ultrasound (POCUS) as part of the routine physical exam in the emergency department. Except in the case of an asthmatic assessment for wheezing, confirmation of breath sounds after rapid sequence induction (RSI), or in a patient with penetrating chest trauma, the stethoscope has become obsolete.

          Transthoracic echocardiograms are often the most interesting studies due to the dynamic nature of the exam and the potential for performing various advanced studies. Everyone gets excited seeing a pericardial effusion and making a determination if the patient has early signs of tamponade or the visualization of a transvenous pacemaker wire’s capturing. However, I am arguing for the complete replacement of the stethoscope with point-of-care ultrasound. So, unless you believe in the existence of an I/VI systolic murmur in the patient’s upper left sternal border, you’re probably already convinced of its utility for the cardiac exam. So, let’s talk lungs.

          A 32-year-old male presented after a mountain bike accident complaining of shoulder and back pain since he had fallen onto the dirt mound after overestimating a jump. He had been diverted from the trauma bay and moved to the back of the department after having been triaged with an Emergency Severity Index (ESI) of 3. I entered the room and introduced myself. He was tachypneic but easily spoke in full sentences. I placed him on the monitor and found this otherwise healthy, active, and fit male was hypoxic to 90% on room air.

          Pneumothorax, right? I just needed to prove it. I set his nasal cannula to 5 liters and continued my physical exam. Breath sounds were normal, trachea was midline, no paradoxical chest wall movement or obvious deformities. On repeat vitals the patient was normotensive, but the pulse oximetry was dipping from 96%, then 94%, then holding at 90%. The nurse immediately called the x-ray technician, however, they were busy with various other trauma patients. My attending brought an ultrasound to the bedside, which revealed no lung sliding on his left. Clearly, he needed a tube thoracostomy performed. Using POCUS, we expedited treatment; the kit was brought to bedside, and by the time the technician had arrived, I had already consented the patient, prepped for the procedure, and anesthetized the site. The tube was placed successfully, and vitals immediately improved. Ultimately, the patient was weaned to 2 liters of oxygen via nasal cannula and admitted to the hospital.

          Fast forward to the fall. It was the middle of my second year, and COVID-19 was rearing its head again. But physicians were wiser this time: we ought not to rush to intubate, lest the patient never come off the ventilator. It was mid-afternoon, and the ED staff was pushing through their post-prandial drowsiness. A 64-year-old male with a history of hypertension and medication noncompliance was rushed to the resuscitation bay in respiratory distress. He was in extremis, fluctuating between 80–85%. We put on a non-rebreather and cranked up the oxygen. Using an Egyptian translator, he responded in 2- to 3-word sentences: he reported a recent COVID-19 exposure in his family in Egypt just before returning to the United States and reported the only symptom of shortness of breath.

          We listened to his lung fields. We all had differing opinions as to what we were hearing. I reported rales, another reported rhonchi, and the first year medical student said, “[The lungs] sound really bad.” I could not appreciate jugular vein distention (JVD) due to body habitus. He had no lower extremity edema. Blood gas demonstrated no acid-base imbalance. COVID screening was pending. The X-ray technician was on the way. The respiratory technician had put him on a bilevel positive airway pressure machine (BiPAP), but he continued to deteriorate, though more slowly. I was pushed to set up for intubation. But I asked to mix a bag of nitroglycerin first while I took the time to perform an ultrasound. While others argued this was COVID pneumonia, I thought it was due to his hypertension or sympathetic crashing acute pulmonary edema (SCAPE). If I intubate, he codes.

          The first blood pressure was taken while I looked at his lungs. B-lines everywhere, systolic greater than 230 and diastolic in the low 100s. While giving myself a pat on the back, I asked the nurse to go ahead and hang the nitroglycerin while keeping him on BiPAP. He stabilized, then headed upstairs to the ICU.

          Still not convinced? One more case. A woman in her 70s with a history of congestive heart failure and paroxysmal atrial fibrillation presented complaining of shortness of breath. She had been taking her medications, including her diuretic, as prescribed. She was hypoxic in the mid-80s. After improving her saturations with a nasal cannula, I looked at her monitor and confirmed with an electrocardiogram (EKG): she was also in atrial fibrillation with rapid ventricular response (RVR) in the 130s. She insisted it was due to her fast heart rate. She had been adamant the last time this happened, she was simply given a medication to slow her heart, which caused complete resolution of her symptoms.

          Next best step? Is it merely rate control then? Is tachycardia the etiology or symptom? I heard rales bilaterally, measured JVD to the angle of her mandible, and noted 3+ pitting edema to her legs. Ultrasound demonstrated a severely depressed ejection fraction with any pericardial effusion. Her inferior vena cava was plethoric. She had diffuse B lines bilaterally with small pleural effusions. The temptation is simply to rate control. Yet, in taking a step back to further assess, I chose, rather, to drop her preload with noninvasive positive pressure ventilation (NIPPV) and IV diuretics.

          In multiple cases, the utilization of POCUS has proven an invaluable tool. I believe it is a vital skill. The emergency physician ought to become comfortable with this tool so readily at our disposal. The next time you feel the need to listen for the difference between rhonchi and rales, pick up a probe to settle the argument.

          Author, Aaron Alindogan, MD, is a second year resident at the Department of Emergency Medicine at UT Health San Antonio. Editor, Ryan Joseph, DO, DTM&H, is an assistant professor of emergency medicine at UT Health San Antonio.

          Growing a POCUS Program in a Large Academic Institution: a guide and some lessons learned

          Point-of-care ultrasound (POCUS) has quickly become an area of interest within medical education. As of 2020, a total of 57% of medical schools have incorporated POCUS training within their curricula.1 Integration of ultrasound into undergraduate medical education (UME) has been shown to help students learn anatomy, physiology, and pathology in a more effective and dynamic way.2

          Indiana University School of Medicine (IUSM), which has more than 1400 medical students spread across 9 campuses throughout the state, began the process of implementing a longitudinal UME POCUS curriculum in 2018. Their journey is outlined below—for a more detailed review, see Russell et al.2

          Step 1:  Create a POCUS committee.  A POCUS committee was created to identify and coordinate with key stakeholders throughout the institution. This committee was composed of a program manager, student representatives, and faculty from the departments of radiology and emergency medicine. Under the direction of the Executive Associate Dean for Educational Affairs, the committee worked with the regional deans, course directors, key educators, and sponsors to identify space within the existing curriculum for POCUS.
          Lesson learned: Engagement at multiple levels was key to the simultaneous integration of the curriculum across all campuses and ensuring an equitable learning experience for all.

          Step 2. Consider physical space and POCUS equipment. With many learners and multiple sites, the decision was made to use handheld ultrasound devices. While imaging parameters from these devices may be suboptimal at times, decreased cost and increased portability compared to cart-based ultrasound systems proved advantageous. A check-out system was created to allow learners to easily borrow the devices for self-driven education.
          Lesson learned: Handheld devices allowed for easy to stand-up educational sessions, smaller educational groups, more hands-on time, and overall greater program flexibility.

          Step 3. Instructional material and modules. Because of limited classroom time, the didactic portion of the curriculum was delivered asynchronously. The curriculum was divided into a series of 16 modules designed to complement and augment the existing medical school curriculum (Figure 1). The POCUS modules paralleled the curriculum as it advanced from basic science to bedside care (Figure 2). Modules were divided into diagnostic, procedural, and symptom-based categories.
          Lesson learned: Take advantage of online, self-paced learning modules. Completing modules prior to hands-on instruction minimized classroom time and maximized scanning opportunity.

          Figure 1. The 16 learning modules, included in the IUSM POCUS program, divided categorically (originally published in Ultrasound J2).
          Figure 2. An approach to structuring a curriculum and progressively building upon concepts throughout the UME curriculum.

          Step 4. Phased implementation. POCUS was initially integrated into anatomy and targeted clerkships. These areas were ideal starting points as they had existing POCUS champions and already had some POCUS elements (obstetrics, emergency medicine, etc).
          Lesson learned: Identify and leverage existing POCUS opportunities, then expand.

          Step 5. Development of an ultrasound learning website. A POCUS website was created using an institutional learning management system (LMS) where all relevant information was stored. This also allowed for easy and rapid dissemination of course materials such as modules, lab facilitator guides, equipment check-out procedures, open lab times, and consent forms.
          Lesson learned: Keep critical information centralized for quick access and easy updates.

          Step 6. Interprofessional collaboration. Having an adequate number of proctors was a barrier to implementing the hands-on elements of the curriculum. The team increased its number of available instructors by using a train-the-trainer approach for non-POCUS-trained faculty.3  The pool of available instructors expanded to include senior sonography students, senior medical students who had previously completed an elective in POCUS, residents (emergency medicine, family medicine, and radiology), ultrasound fellows, as well as POCUS-trained faculty.
          Lesson learned: Interdepartmental and interprofessional collaboration multiplies your efforts and reduces the workload.

          Step 7. Continue to build upon the foundation. The team recently launched a combined graduate medical education POCUS curriculum that started with 3 targeted residency programs and will soon include more than 10 residency and fellowship programs for the upcoming academic year. The experience gained and the connections made in building the UME curriculum have made this effort within the graduate medical education (GME) realm equally successful.
          Lesson learned: The success of the UME program was dependent upon effective collaboration, support from executive leadership, and strong student interest in learning POCUS.

          References:

          1. Russell FM, Zakeri B, Herbert A, et al. The state of point-of-care ultrasound training in undergraduate medical education: findings from a national survey. Acad Med 2021 Nov 16. doi: 10.1097/ACM.0000000000004512.
          1. Russell FM, Herbert A, Ferre RM, et al. Development and implementation of a point of care ultrasound curriculum at a multi-site institution. Ultrasound J 2021; 13:9. doi: 10.1186/s13089-021-00214-w.
          1. Russell FM, Herbert A, Zakeri B, et al. Training the trainer: faculty from across multiple specialties show improved confidence, knowledge and skill in point of care ultrasound after a short intervention. Cureus 2020; 12:e11821.

          Daniela Lobo, MD, FAAFP, is an Assistant Professor of Family Medicine and POCUS Fellow at Indiana University School of Medicine.
          Josh Kaine, MD, is an Emergency Medicine POCUS Fellow at Indiana University School of Medicine and future ultrasound faculty at IUSM.

          We invite you to comment below or on Twitter (@IUEM_ultrasound) and share with us what challenges or successes you’ve faced while trying to implement a POCUS curriculum at your institutions, residencies, student clerkships, or electives.