Developing and implementing a point-of-care cardiac ultrasound teaching module for medical students: perceptions, needs, and outcomes

Introduction Point-of-care ultrasound (POCUS) has become an essential diagnostic tool in clinical practice, particularly in the emergency room. While POCUS has recently been incorporated into medical school curricula, the introduction of specialized cardiac POCUS (cPOCUS) curricula remains limited. This study aimed to develop, implement, and evaluate a cPOCUS module for medical students. Methods A single group pre/post educational intervention study was conducted at the University of Sharjah, United Arab Emirates, in November 2025. Participants included year 4 medical students. Students’ perceptions, prior exposure, and learning needs regarding point-of-care ultrasound were assessed. A structured 5-hour cPOCUS teaching module was implemented, including theoretical and hands-on sessions. Outcomes were assessed using multiple-choice questions (MCQs) and a practical skills checklist. Results and discussion While all students expressed a motivation to learn POCUS and 90% considered it essential for emergency care, only 17% had prior exposure to POCUS training. Following the module, the median knowledge score increased from 4 (IQR: 2-8) to 8 (IQR: 6.75-9) ( p 0.05). The practical skills assessment showed “very good” performance in 94% of participants. Almost all students (95%) felt confident performing cPOCUS. This module enhanced theoretical understanding and practical skills, fostering a high level of confidence in imaging in the short term. These findings support the integration of cPOCUS in undergraduate medical school curricula.