Methods for teaching postgraduate point-of-care ultrasonography: a systematic review

Point-of-care ultrasonography (POCUS) is increasingly used across multiple medical specialties, yet the impact of different teaching methods on learning outcomes remains unclear. Conduct a systematic review of randomized controlled trials (RCTs) comparing different methods of POCUS training and synthesize the available data. We searched MEDLINE, EMBASE, Cochrane, ERIC, and PsycINFO without language or date restrictions. Eligible studies were RCTs evaluating POCUS teaching methods for physicians. Studies focusing on pre-graduate learners, transesophageal or transvaginal ultrasound and procedural guidance were excluded. Records were screened and data were extracted by independent reviewers. Methodological quality assessment was performed using the Modified Medical Education Research Study Quality Instrument. The study protocol was prospectively registered in the international database of PROSPERO (CRD42024512650). Thirty-seven RCTs including 1,571 participants were identified. Interventions were grouped as simulation-based training (ten studies), web-based or video-assisted learning (ten studies), variations in training intensity or structure (eight studies), tele-mentoring (four studies), and other methods (five studies), mostly in comparison with traditional classroom teaching. Across most trials, interventions produced theoretical and practical skills without significant difference to traditional classroom models. Superiority was mainly observed when the intervention arm received greater training intensity or longitudinal supervision. Most studies used heterogeneous, non-standardizable assessments, precluding meta-analysis. For non-procedural postgraduate POCUS, several sustainable educational alternatives exist and may allow for similar competence when compared to traditional teaching. Training intensity, supervision, and longitudinal exposure may be more important determinants of learning outcomes than the teaching modality itself. Cognitively enriched formats may provide additional benefits. Further research is needed to define the optimal structure of POCUS curricula. Only one study assessed patient-centered outcomes, limiting conclusions regarding the clinical impact of educational interventions.