Longitudinal point-of-care ultrasound training program for emergency medicine faculty in Oman: a Kirkpatrick model...

Point-of-care ultrasound (POCUS) is an essential skill in emergency medicine (EM); however, gaps in faculty POCUS credentialing hinder effective trainee supervision and patient care. This study aimed to develop and evaluate a structured 12-month POCUS training program for EM faculty at Sultan Qaboos University Hospital (SQUH), Oman, with the primary goal of achieving independent practitioner certification (POCUS-IP) through the Oman Medical Specialty Board (OMSB).

A prospective 12-month faculty development program was implemented, enrolling 10 EM faculty members. The intervention included a three-day POCUS bootcamp, supervised scanning across seven core ultrasound modules, written and practical examinations, and quarterly skill-maintenance sessions. Primary outcomes included the POCUS-IP certification rate, improvement in knowledge (pre- vs. post-test scores), and changes in POCUS utilization behaviors. Program outcomes were evaluated using the Kirkpatrick model, examining participant reaction (satisfaction), learning (knowledge and skills acquisition), behavior (changes in clinical practice and teaching), and results (rate of certification and educational impact on trainees).

All participants (100%) achieved OMSB POCUS-IP certification. Mean written test scores improved from about 79% pre-training to 90% post-training (p < 0.0001). Focus group discussions revealed perceived increased faculty confidence in integrating POCUS into clinical decision-making and more active teaching and supervision of trainees. The main barriers reported were a lack of time (60% of participants) and limited mentorship opportunities.

A structured, longitudinal POCUS training program substantially improved faculty competency and achieved a 100% certification success rate. It highlights the educational value of structured POCUS training for faculty. However, further multicenter studies are warranted to assess long-term retention of skills and downstream effects on trainee performance and patient care.