What question did this study set out to answer?

This trial aimed to assess whether adding voluntary handheld ultrasound practice to digital self-study improves eFAST performance in medical students.

March 27, 2026BMC Medical Education0 citationsOpen Access

Blended e-learning with handheld ultrasound devices improves practical competence in eFAST: a randomised controlled study

LPLukas Alexander Theodor PlatteUniversitätsklinik Marien Hospital Herne TKThomas KomanekUniversitätsklinik Marien Hospital Herne CGCarla D. GrundmannUniversitätsklinik Marien Hospital Herne

Key Points

This trial aimed to assess whether adding voluntary handheld ultrasound practice to digital self-study improves eFAST performance in medical students.
Randomised controlled trial with 173 medical students divided into control and intervention groups.
Control group received digital self-study while the intervention group had additional handheld ultrasound practice.
All participants completed a standardized eFAST on a high-fidelity simulator, rated by a blinded rater using the OSAUS score.
Secondary outcomes measured included examination duration, complete eFAST achievement, and student feedback.
Regression analyses adjusted for potential confounders.
The intervention group had a higher median OSAUS score of 16.0 compared to 13.0 in the control group (p < 0.001).
Examinations were completed faster in the intervention group (median 247 s vs. 370 s, p < 0.001).
A higher percentage of students in the intervention group completed the eFAST (42.9% vs. 23.6%, OR 2.43, 95% CI 1.26–4.67).
Student acceptance of the intervention was high, with longer preparation times reported in the intervention group (2.0 h vs. 1.0 h, p < 0.001).

Abstract

Emergency ultrasound, particularly extended Focused Assessment with Sonography in Trauma (eFAST), is increasingly recognised as essential in undergraduate medical education. Although blended learning offers flexibility, its effect on practical skills remains uncertain. This randomised controlled trial examined whether supplementing voluntary handheld ultrasound practice with digital self-study improved eFAST performance compared with digital preparation alone. In this randomised controlled trial, 173 medical students were allocated to a control group (digital self-study; n = 89) or an intervention group (digital self-study plus voluntary handheld ultrasound practice; n = 84). All the students performed a standardised eFAST on a high-fidelity simulator. A blinded rater assessed performance using a modified Objective Structured Assessment of Ultrasound Skills (OSAUS) score (primary outcome). The secondary outcomes were examination duration, complete eFAST achievement, and student feedback. Regression analyses adjusted for potential confounders. The intervention group achieved a significantly higher modified OSAUS score (median 16.0 vs. 13.0, p < 0.001), completed examinations faster (median 247 vs. 370 s, p < 0.001), and more frequently performed a complete eFAST (42.9% vs. 23.6%, OR 2.43, 95% CI 1.26–4.67). Adjusted analyses confirmed these associations (OSAUS + 3.29 points; aOR for complete eFAST 2.52; HR for faster completion 4.26; all p < 0.01). Student acceptance was high; intervention participants reported longer preparation times (2.0 vs 1.0 h, p < 0.001) without additional disadvantages. Blended e-learning with handheld ultrasound devices significantly improved eFAST training outcomes, including higher performance scores, shorter examination times, and more complete scans. These findings support the integration of handheld ultrasound practices into the undergraduate curriculum. Not applicable. This study did not involve a health care intervention on patients but focused on educational training in ultrasound techniques for medical students.

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