POCUS in Focus: A National Look at UME Integration
by Saurin Gandhi, D.O.; Sherine Salib, M.D., MRCP | February 23, 2026
Article Citation: Russell FM, Park R, Campbell M, Lemen L. Point-of-Care Ultrasound in Undergraduate Medical Education: A National Survey. J Ultrasound Med 2025; 44(12):2335-2340. doi: 10.1002/jum.70021.
What is this article about?
This article evaluates the current landscape of point-of-care ultrasound (POCUS) integration within undergraduate medical education (UME) across 155 U.S. allopathic medical schools. Using a national survey with an 84% response rate, the authors found that 66% of schools now have an approved POCUS curriculum, including 13 with a four-year longitudinal program. POCUS training is most commonly incorporated into preclinical courses, with far less consistent inclusion during the clinical years.
Schools teach a wide range of diagnostic ultrasound applications, with FAST and cardiac imaging being the most frequently covered. However, fewer than two-thirds of schools offer procedural POCUS training, and only 49 institutions formally assess students’ knowledge or psychomotor skills—highlighting a key gap in competency-based evaluation. The survey also notes growing use of handheld ultrasound devices, which may help reduce prior barriers such as cost and portability. Overall, the study provides an updated national snapshot and demonstrates the continued expansion of POCUS within UME.
Why should you read the article?
Understanding how new clinical technologies are incorporated into medical education is essential for ensuring that training remains current and aligned with practice needs. This article is particularly valuable for UME leaders, clerkship directors, curriculum committees, and faculty involved in designing or delivering ultrasound instruction. It offers the most up-to-date national data on POCUS integration and highlights where institutions stand relative to emerging standards. The article identifies persistent gaps—such as limited longitudinal curricula, inconsistent assessment practices, and variable faculty availability—and underscores the need for national competency frameworks. For programs considering curricular reform, strengthening assessment, or advocating for additional resources, this study provides strong benchmarking data and a compelling rationale for enhancing POCUS education.
How can you use this article?
Educators can use this article to benchmark their own curriculum against national trends, including which POCUS applications are taught, how curricula are structured, and what assessment strategies are used. The findings can support proposals to expand or update POCUS training by demonstrating widespread national movement toward early, preclinical integration. The study can also guide efforts to integrate new technology, address gaps such as procedural training or longitudinal reinforcement, and develop more robust competency-based assessments. Finally, it highlights opportunities for further research, such as evaluating implementation barriers, studying skill retention, and designing standardized assessment frameworks.
Review Authors: Saurin Gandhi, D.O.; Director of the Acting Internship and Assistant Professor of Internal Medicine (Co-authored with Sherine Salib, M.D., MRCP), Dell Medical School at the University of Texas at Austin, Austin, TX. Organization: Clerkship Directors in Internal Medicine