Impact of a Resident-as-Teacher Point-of-Care Ultrasound (POCUS) Curriculum on Learner Confidence: A Prospective Educational Study.
Guillermo Izquierdo Pretel, Emiri Uchiyama, Soheil Sadri, Mehak Sharma
BACKGROUND: Point-of-care ultrasound (POCUS) is increasingly recognized as a core clinical skill in medical education. Resident-as-teacher models offer scalable educational approaches. OBJECTIVE: To evaluate the impact of a resident-led POCUS curriculum on learner confidence. METHODS: A prospective educational intervention was conducted at the Internal Medicine Department in Florida International University College of Medicine. Two identical five-hour workshops were delivered. Learners and instructors completed paired surveys. Data were analyzed using the Wilcoxon signed-rank test. RESULTS: Learners (n=9) demonstrated significant improvement in clinical application (p=0.031) and image interpretation (p=0.047), with mean confidence increasing across domains. Instructors (n=8) maintained high baseline confidence with no significant change. CONCLUSION: A resident-led POCUS curriculum improves learner confidence and supports scalable education models.
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