Purpose
Point-of-care ultrasound (POCUS) is a clinical skill increasingly
integrated into undergraduate medical education. However, best practice
approaches are underutilized in medical education. Therefore, we sought to
evaluate the use of theories and best practice approaches in POCUS education
and identify the frameworks for the development of an evidence-based POCUS
curriculum.
Methods
 Searches of three electronic
databases were carried out by a research librarian for peer-reviewed articles
published from 2010 to 2025 describing POCUS initiatives utilizing theories
or best practice approaches. Two independent reviewers screened abstracts
followed by full-text review while a third reviewer arbitrated conflicts. A
Covidence template was developed to extract all relevant information from included
articles. The resulting data was presented in tables, figures and narrative
summary format.
Results
The literature search yielded 2382 articles. After deduplication and
abstract screening, 147 articles met the criteria for full-text review.
Twenty-eight studies representing ten countries went through data extraction.
Two studies reported on the implementation of a longitudinal curriculum,
while the remaining were single interventions designed to assess the efficacy
of POCUS initiatives. There was no consensus regarding the utilization of
theoretical frameworks, however, Kirkpatrick’s 4-level model for training
evaluation followed by Kern’s 6-step model for curriculum development were
the most common best practice approaches.
CONCLUSIONS
Few studies were grounded in theory and best practice approaches
underscoring the need for increased awareness and training among medical
education researchers. POCUS is a clinical skill that expedites and optimizes
patient care, but most studies focused on short duration training. Skill
acquisition can be enhanced by further integrating POCUS within undergraduate
medical education. Based on findings, we propose The Technology Acceptance
Model, Behaviorism and Cognitive Load theory as the theoretical foundation
for a future POCUS curriculum. Kern’s 6-step model and Kirkpatrick’s 4-level
model will inform curriculum development, implementation, and evaluation.