Status and perception of point-of-care ultrasound education in Korean medical schools: A national cross-sectional studyopen access
- Authors
- Yoo, Jonghoon; Kang, Soo Yeon; Joon Jo, Ik; Kim, Taerim; Lee, Gun Tak; Park, Jong Eun; Lee, Se Uk; Hwang, Sung Yeon; Cha, Won Chul; Shin, Tae Gun; Cho, Young Soon; Jang, Hyewon; Yoon, Hee
- Issue Date
- May-2024
- Publisher
- LIPPINCOTT WILLIAMS & WILKINS
- Keywords
- emergency medicine; Korea; medical education; nationwide survey; point-of-care ultrasound
- Citation
- MEDICINE, v.103, no.18
- Journal Title
- MEDICINE
- Volume
- 103
- Number
- 18
- URI
- https://scholarworks.bwise.kr/sch/handle/2021.sw.sch/26338
- DOI
- 10.1097/MD.0000000000038026
- ISSN
- 0025-7974
1536-5964
- Abstract
- As point-of-care ultrasound (POCUS) is increasingly being used in clinical settings, ultrasound education is expanding into student curricula. We aimed to determine the status and awareness of POCUS education in Korean medical schools using a nationwide cross-sectional survey. In October 2021, a survey questionnaire consisting of 20 questions was distributed via e-mail to professors in the emergency medicine (EM) departments of Korean medical schools. The questionnaire encompassed 19 multiple-choice questions covering demographics, current education, perceptions, and barriers, and the final question was an open-ended inquiry seeking suggestions for POCUS education. All EM departments of the 40 medical schools responded, of which only 13 (33%) reported providing POCUS education. The implementation of POCUS education primarily occurred in the third and fourth years, with less than 4 hours of dedicated training time. Five schools offered a hands-on education. Among schools offering ultrasound education, POCUS training for trauma cases is the most common. Eight schools had designated professors responsible for POCUS education and only 2 possessed educational ultrasound devices. Of the respondents, 64% expressed the belief that POCUS education for medical students is necessary, whereas 36%, including those with neutral opinions, did not anticipate its importance. The identified barriers to POCUS education included faculty shortages (83%), infrastructure limitations (76%), training time constraints (74%), and a limited awareness of POCUS (29%). POCUS education in Korean medical schools was limited to a minority of EM departments (33%). To successfully implement POCUS education in medical curricula, it is crucial to clarify learning objectives, enhance faculty recognition, and improve the infrastructure. These findings provide valuable insights for advancing ultrasound training in medical schools to ensure the provision of high-quality POCUS education for future healthcare professionals.
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Collections - College of Medicine > Department of Emergency Medicine > 1. Journal Articles
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