Abstract
<title>Abstract</title> <p> <bold>Background:</bold> Point-of-care ultrasound (POCUS) has become increasingly incorporated into medical school curricula in recent years, despite the rigorous demands of undergraduate medical education. This study aims to explore the feasibility and efficacy of a self-directed ultrasound curriculum to increase undergraduate medical students' knowledge and proficiency in ultrasound techniques outside of the classroom. Additionally, this study explores the use of anatomically based ultrasound models to test students’ proficiency by demonstrating their ability to accurately identify and measure various pathologies. <bold>Methods:</bold> We designed an asynchronous ultrasound curriculum and used anatomically based ultrasound models to provide an objective measure of each student’s ultrasound technique. Second-year medical students were given access to an assigned Butterfly ultrasound probe, instructed to watch fifty Butterfly iQ training videos, and asked to practice the ultrasound skills throughout a four-week time frame. Students were also encouraged to attend a two-hour training session with a paid sonographer two weeks before the assessment day, where they could ask questions and practice techniques. To evaluate the efficacy of the curriculum, a sonographer used a checklist to grade each student’s ultrasound technique and record their measurements of a breast mass and crown-rump length. <bold>Results:</bold> Students’ (n=39) overall mean of measurements for both the breast and crown rump length models was an underestimation of the true measurements. Between both models, the majority of participants were able to correctly perform key steps while using the ultrasound, such as rocking and fanning the probe, identifying the mass/fetus, and storing the settings. However, a few students had difficulty picking the correct ultrasound setting, choosing the appropriate orientation, and adjusting depth. <bold>Conclusion:</bold> An asynchronous ultrasound curriculum incorporated into undergraduate medical school education may be an effective means of teaching students technical steps in conducting an ultrasound outside of the classroom. Students were able to perform key ultrasound techniques, demonstrating their ability to learn and practice on their own. Refining the models to combat natural variation in their structure over time may translate to improved outcomes in determining the effectiveness of an asynchronous point-of-care ultrasound (POCUS) curriculum in teaching students to accurately measure a breast mass or crown-rump length. Further research is needed to establish objective assessment methods that allow students to demonstrate hands-on ultrasound skills beyond image interpretation and multiple-choice examinations. </p>