Early Acquisition of E-fast Ultrasound Skills in Medical Students: An Observational Study Comparing Portable and Conventional Devices

Abstract Background The E-FAST (Extended Focused Assessment with Sonography in Trauma) protocol is an essential diagnostic tool in emergency medicine. Its structured format and diagnostic relevance make it ideal for early clinical training. The aim of this study was to assess the feasibility of teaching E-FAST ultrasound skills to medical students starting in their second academic year and to compare the educational effectiveness of portable versus conventional ultrasound devices. Methods A structured mixed- learning program was implemented across four academic years at the University of Granada. Students participated in online modules and hands-on workshops supervised by experienced clinicians. Performance was evaluated across five E-FAST windows, assessing probe selection, image acquisition, and anatomical identification. Comparative analysis examined outcomes by year and device type. Results Of 317 participants, even second-year students achieved elevated levels of competency in probe handling, image acquisition, and structure recognition. Conventional ultrasound systems were significantly more effective than portable devices in producing interpretable images and aiding anatomical identification (p < 0.001). Conclusions E-FAST training is feasible from the early years of medical education. Conventional systems remain superior for instructional purposes despite the convenience of portable devices.