Point-of-care ultrasound (POCUS) is increasingly recognized as an essential skill in pediatric emergency medicine (PEM) globally. However, standardized POCUS training is lacking in France, and international curricula cannot be directly applied due to differences in training structures, scope of practice, and resource availability. This study aimed to develop a context-adapted, expert-informed POCUS curriculum for PEM residents in France. A three-round Delphi process was conducted between May and June 2025. Eligible experts were PEM physicians practicing POCUS routinely for at least 2 years. An online survey was created, including 77 items across five domains: ultrasound fundamentals, emergency POCUS, diagnostic POCUS, procedural POCUS, and teaching format. Each item was rated on a four-point Likert scale. Twenty-three of twenty-five experts completed all rounds. Consensus was achieved for 3/3 (100%) ultrasound fundamentals, 10/14 (71.5%) emergency skills, 8/41 (19.5%) diagnostic skills, 2/13 (15.4%) procedural skills, and 4/6 (66.6%) teaching format items. Overall, 20 core learning objectives were identified as essential for PEM residents. Conclusion : This national Delphi study provides the first context-adapted POCUS curriculum for pediatric emergency medicine in France. By identifying priority skills and preferred teaching modalities, it offers a structured approach to competency-based POCUS training that may be adapted to other countries facing similar challenges in pediatric emergency education. What is Known: • Point-of-care ultrasound (POCUS) is a core skill in pediatric emergency medicine. In France, however, training remains absent from the resident’s curriculum. International programs cannot be directly implemented due to differences in training structures, scope of practice, and available resources . What is New: • This national Delphi study establishes the first context-adapted POCUS curriculum for pediatric emergency medicine in France, identifying 20 core learning objectives and consensus-based teaching modalities to support structured, competency-based training .
Lenglart et al. (Wed,) studied this question.