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Standards, Strategies, and Innovations in Cardiac Point-of-Care Ultrasound Education: A Scoping Review
Jennifer Liao1, Kramer J Wahlberg
1From the Department of Medicine, University of Vermont Larner College of Medicine, Burlington, VT.
Cardiology in Review
|February 25, 2026
Summary
Cardiac point-of-care ultrasound (POCUS) education faces challenges in skill translation and assessment. Applying cognitive load theory can enhance cardiac POCUS training and clinical application for medical professionals.
Area of Science:
- Medical Education
- Diagnostic Imaging
- Cardiology
Background:
- Cardiac point-of-care ultrasound (POCUS) is a crucial diagnostic tool.
- POCUS integration into medical education curricula is increasing.
- Effective POCUS education is vital for clinical practice.
Purpose of the Study:
- To conduct a scoping review of cardiac POCUS education literature.
- Identify educational gaps and innovative teaching strategies.
- Propose solutions based on educational theory.
Main Methods:
- Scoping review following PRISMA guidelines.
- Searched multiple databases (PubMed, Cochrane, etc.).
- Analyzed 74 selected articles using thematic analysis and cognitive load theory.
Main Results:
- Identified key themes: POCUS education challenges, technology integration, novel teaching methods, and assessment models.
- Highlighted challenges: skill translation, resource limits, and lack of standardized assessment.
- Found opportunities to improve education through structured learning and cognitive load management.
Conclusions:
- Cardiac POCUS is widely adopted but faces significant educational hurdles.
- Cognitive load theory offers a framework to optimize POCUS curriculum design.
- Implementing proposed solutions can enhance skill acquisition and bedside application of cardiac POCUS.
