Teaching Methodologies and Educational Outcomes of Point‐of‐Care Ultrasound in Undergraduate Medical Education: A Scoping Review

Abstract

ABSTRACT Objective This study aimed to identify the teaching methodologies used in point‐of‐care ultrasound (POCUS) education for undergraduate medical students and to synthesise the educational outcomes associated with these approaches. Methods A scoping review followed Joanna Briggs Institute methodology and Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extension for Scoping Reviews (PRISMA‐ScR) guidelines. The research question was developed using the Population–Concept–Context framework. Systematic searches were performed in PubMed/MEDLINE, Web of Science, Scopus, Embase, CINAHL and ERIC. The review protocol was prospectively registered in the Open Science Framework. Results Fifty‐nine studies were included. Teaching methodologies comprised supervised practice with real patients, simulation using high‐fidelity and low‐cost models, didactic lectures, active learning strategies (including flipped classroom and peer‐assisted learning), short and longitudinal courses and educational technologies such as e‐learning platforms, portable ultrasound devices and virtual reality. Assessment strategies included objective structured clinical examinations, structured questionnaires and theoretical and practical tests. The most frequently reported educational outcomes were improved diagnostic accuracy and clinical performance, technology‐supported theoretical learning, increased confidence and practical autonomy and the educational benefits of integrated active learning approaches. Educational interventions combining supervised practice, simulation and active learning were consistently associated with more favourable educational outcomes than isolated teaching strategies. Conclusions The structured and longitudinal integration of POCUS into undergraduate medical curricula appears to be a promising strategy for strengthening clinical reasoning, diagnostic accuracy and bedside decision‐making. These findings support implementing competency‐based curricula that integrate supervised practice, simulation and active learning methodologies, while highlighting the importance of longitudinal curricular integration for sustainable competency development.