Abstract Background Point-of-care ultrasound (POCUS) is an increasingly essential tool in bedside diagnosis, offering real-time visualization to support clinical assessment, particularly in acute care settings. Recognizing its value, our internal medicine residency program implemented a monthly POCUS Morning Report (POCUS-MR) curriculum to enhance trainee competence. This study aimed to evaluate the effectiveness of POCUS-MR in improving intern confidence, identifying areas of interest, and understanding barriers to POCUS adoption. Methods We conducted a prospective survey-based study of 42 internal medicine interns. After a baseline survey one month into internship, participants completed a five-month structured POCUS curriculum covering lung, cardiac, abdominal, DVT, and volume assessment ultrasounds. A post-intervention survey followed at six months, with gift card raffles to encourage participation. Results Nineteen interns completed the initial survey, and 15 completed both pre- and post-intervention surveys. One participant who did not attend any sessions was excluded, yielding a final cohort of 14 categorical internal medicine interns for analysis. Areas of greatest interest included procedural skills (100%), focused lung ultrasound (93%), and focused cardiac ultrasound (86%). Other notable interests were volume status assessment (79%), abdominal ultrasound (79%), DVT evaluation (71%), and renal ultrasound (71%), underscoring the demand for POCUS training, particularly in critical care and procedural applications. Confidence improved across all domains: probe selection (43%→86%), positioning (14%→85%), image acquisition (0%→29%), interpretation (0%→43%), and clinical integration (0%→21%). The main barrier remained low confidence in image acquisition and interpretation (86%), followed by lack of feedback (36%) and limited time (21%), with minimal concern for institutional or curricular support. Conclusions Our POCUS-MR curriculum significantly improved interns’ confidence, particularly in probe selection and handling. Participants recommended expanding elective opportunities, hands-on sessions, and expert-led bedside teaching, along with more machines and dedicated learning time. Overall, the combined didactic and hands-on approach effectively enhanced core ultrasound skills, though continued refinement and practice are needed to sustain growth. This abstract is funded by: None
Satashia et al. (Fri,) studied this question.