A Pilot Study of a Synchronous Virtual Ultrasound Imaging Module for Physiotherapy Education

This study examined the feasibility and preliminary educational impact of a single, synchronous virtual training module for developing ultrasound imaging (USI) knowledge and skills among physiotherapy students.

As part of a pilot study, first- and second-year physiotherapy students from one institution, all without prior USI experience, completed a baseline written examination assessing foundational USI knowledge. Second-year students reviewed asynchronous instructional materials before participating in a one-hour synchronous virtual training session focused on the shoulder, delivered by a faculty member board-certified in musculoskeletal sonography. Students scanned clinically relevant shoulder structures and submitted images for blinded expert scoring based on anatomical accuracy and image quality. Following training, participants repeated the knowledge examination and completed a post-session survey evaluating satisfaction and perceived educational value.

Preliminary results indicated improvements in USI knowledge and acceptable image acquisition. Baseline USI knowledge did not differ between first- and second-year physiotherapy students (N = 34; mean difference = 0.05 points; p = 0.952). Second-year students demonstrated post-training gains in knowledge (N = 20; mean difference = 3.55 points; p < 0.001). The average composite image score was 10.4 out of 15, reflecting accurate structure identification with variable image quality. Survey responses indicated high learner engagement and perceived relevance with 90% strongly agreeing that they enjoyed learning USI, 88% found the session easy to follow, 88% viewed USI as valuable in practice, and 75% endorsed its inclusion in physiotherapy curricula.

Findings suggest that a single virtual USI training session can enhance short-term knowledge and engagement among physiotherapy students. While results indicate promise for future curricular exploration, conclusions are limited to short-term learning outcomes in a single pilot cohort. As USI gains recognition as a valuable point-of-care diagnostic tool for neuromusculoskeletal evaluation, scalable and accessible educational approaches are needed to facilitate curricular integration.