Pilot Mixed-Methods Evaluation of Simulation-Based Focused Cardiac Ultrasound Teaching for Final-Year Medical Students

BackgroundPoint-of-care ultrasound (POCUS) is increasingly used within emergency and acute care, yet undergraduate exposure to focused bedside echocardiography remains variable.Simulation may provide an opportunity for students to develop practical ultrasound skills while integrating findings into clinical assessment and decision-making.This study evaluated the feasibility and acceptability of a simulation-based bedside echocardiography teaching programme for final-year medical students and explored differences in confidence and knowledge between pre-and post-session respondents. MethodologyA mixed-methods educational evaluation was undertaken with final-year medical students during their Preparation for Practice placement at a UK teaching hospital.The two-hour programme combined teaching on ultrasound principles and standard echocardiographic views with supervised image acquisition and simulation-based peri-arrest scenarios involving cardiac arrest, massive pulmonary embolism and pericardial tamponade.Thirty students were invited and 10 attended.Anonymous questionnaires assessed self-reported confidence and knowledge immediately before and after the session, and a five-question multiple-choice quiz objectively assessed knowledge.We also collected qualitative free-text feedback postsession.Confidence reflected participants' own perceived confidence across three domains of bedside echocardiography and was not assessed externally or used as a measure of objective competence.As questionnaires were anonymous, pre-and post-session responses were unpaired.Self-reported confidence scores were compared using the Mann-Whitney U test. ResultsNine students completed the pre-session questionnaire, and seven completed the post-session questionnaire.Mean confidence scores were higher among post-session respondents (9.86/15; median, 10) than among pre-session respondents (3.67/15; median, 4), with a statistically significant difference between groups (U = 0.0, P < 0.001).Mean knowledge scores were also higher among post-session respondents (4.71/5 vs. 4.22/5), although baseline scores were already high.Qualitative feedback was positive, with students particularly valuing the clinical relevance of the teaching and the integration of echocardiography into realistic emergency scenarios.Participants identified additional supervised scanning opportunities as an area for future development. ConclusionsThis preliminary evaluation suggests that a short, simulation-based bedside echocardiography teaching programme is feasible to deliver within an undergraduate prep-for-practice placement and acceptable to participating final-year medical students.Higher confidence and knowledge scores were observed among post-session respondents; however, the small sample size and unpaired questionnaire design prevent conclusions regarding individual learner improvement or intervention efficacy.Larger studies incorporating paired responses, objective assessment of ultrasound competence and longitudinal follow-up are required to evaluate the effectiveness and retention of this educational approach.