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The delivery of physiology and anatomy teaching using live subjects is limited by challenges relating to safety, and also the identification and interpretation of meaningful clinical signs. Use of ultrasound can overcome these challenges by providing a safe method of visualising and interpreting live physiology and anatomy. At the same time, the development of ultrasonographic competence is increasingly desired by healthcare professionals in multiple disciplines and specialties. Time and resources are required to achieve competence in post-graduate training outside of radiology. Incorporating ultrasonography into the undergraduate medical curriculum may improve the delivery of physiology and anatomy teaching, as well as providing a grounding a basic skills enabling the next generation of doctors to use ultrasonography in their daily practice. We present here the results of a pilot project, designed and developed using near-peer student faculty to deliver sessions on cardiac anatomy and physiology using ultrasonography. The project was extremely well received by both student faculty and student learners, with positive self-reported learning. We propose this model as a solution to the incorporation of ultrasonography into a medical school curriculum without incurring high costs of trained professional faculty.

A pilot project to introduce ultrasound skills to medical students to facilitate peer-led delivery of an ultrasound-assisted physiology session