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Is ultrasound training sustainable? A systematic review of competency retention in healthcare trainees.

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Title: Is ultrasound training sustainable? A systematic review of competency retention in healthcare trainees.
Authors: Wang, Liang‐Wei1,2,3 (AUTHOR), Liu, Cheng‐Heng4,5 (AUTHOR), Li, Wen‐Yi6,7 (AUTHOR), Chiang, Wen‐Chu2,5 (AUTHOR), Chiu, Yen‐Lin3 (AUTHOR), Ma, Matthew Huei‐Ming2,5 (AUTHOR), Chen, Huey‐Ling3,4 (AUTHOR), Yang, Chih‐Wei3,4,5 (AUTHOR) cwyang0413@gmail.com
Source: Medical Education. Dec2025, Vol. 59 Issue 12, p1290-1305. 16p.
Subject Terms: *Education of physicians, *Medical education, *Confidence, *Simulation methods in education, *Medical students, *Ability, *Memory, *Clinical competence, *Training, Medical information storage & retrieval systems, Research funding, Hospital nursing staff, Emergency medical technicians, Ultrasonic imaging, Decision making in clinical medicine, Hospital medical staff, Systematic reviews, MEDLINE, Medical databases, Point-of-care testing, Online information services
Abstract: Purpose: Despite Point‐of‐Care Ultrasound (PoCUS) emerging as an essential clinical skill, evidence regarding practitioners' knowledge retention and competence remains poorly synthesized. This systematic review sought to evaluate PoCUS competency retention patterns using the Indication, Acquisition, Interpretation, Medical decision‐making (I‐AIM) framework following various educational interventions and to identify factors influencing long‐term skill retention among healthcare professional trainees. Methods: The authors conducted a systematic review by searching PubMed, the Cochrane Library and Embase databases (1990–2024) for studies evaluating PoCUS educational interventions with objective competency measures and retention assessment. Data were analysed based on educational strategies, course duration and retention patterns across I‐AIM domains. Results: Thirty‐one studies met the inclusion criteria, comprising 1638 participants (38.6% medical students, 20.5% attending physicians). Most studies employed a single‐group pretest‐posttest design (54.8%) and demonstrated moderate‐to‐high methodological quality (Medical Education Research Study Quality Instrument median: 12.5, interquartile range [IQR]: 11.0 to 13.0). Within the I‐AIM framework analysis, all domains of competency retention demonstrated a decline over a 1–12‐month follow‐up period. The Acquisition domain showed the most significant decline with median percentage changes of −11.8% (IQR: −16.5% to −6.4%), followed by Interpretation, Medical decision‐making and Indication. Short‐course programs (≤4 h) demonstrated greater competency decline (median: ‐11.8%, IQR: −16.9% to −4.4%) compared to long‐course programs (median: ‐2.6%, IQR: −6.8% to 1.3%). Hands‐on practice with high‐fidelity simulation and clinical context integration were associated with superior retention outcomes across multiple domains. Conclusions: Ultrasound competence retention showed variable decay patterns across I‐AIM domains, with Acquisition skills showing the most pronounced deterioration, particularly following short‐course programs. Comprehensive training programs integrating high‐fidelity hands‐on practice and clinical context may enhance PoCUS retention for healthcare providers. Evidence‐based tips for skill retention are offered through this systematic review of how training duration & methods affect PoCUS competency. #MedEd #POCUS [ABSTRACT FROM AUTHOR]
Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Is ultrasound training sustainable? A systematic review of competency retention in healthcare trainees.
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  Data: <searchLink fieldCode="AR" term="%22Wang%2C+Liang‐Wei%22">Wang, Liang‐Wei</searchLink><relatesTo>1,2,3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Liu%2C+Cheng‐Heng%22">Liu, Cheng‐Heng</searchLink><relatesTo>4,5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Li%2C+Wen‐Yi%22">Li, Wen‐Yi</searchLink><relatesTo>6,7</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chiang%2C+Wen‐Chu%22">Chiang, Wen‐Chu</searchLink><relatesTo>2,5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chiu%2C+Yen‐Lin%22">Chiu, Yen‐Lin</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ma%2C+Matthew+Huei‐Ming%22">Ma, Matthew Huei‐Ming</searchLink><relatesTo>2,5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chen%2C+Huey‐Ling%22">Chen, Huey‐Ling</searchLink><relatesTo>3,4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Yang%2C+Chih‐Wei%22">Yang, Chih‐Wei</searchLink><relatesTo>3,4,5</relatesTo> (AUTHOR)<i> cwyang0413@gmail.com</i>
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  Data: <searchLink fieldCode="JN" term="%22Medical+Education%22">Medical Education</searchLink>. Dec2025, Vol. 59 Issue 12, p1290-1305. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Education+of+physicians%22">Education of physicians</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Confidence%22">Confidence</searchLink><br />*<searchLink fieldCode="DE" term="%22Simulation+methods+in+education%22">Simulation methods in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br />*<searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br />*<searchLink fieldCode="DE" term="%22Clinical+competence%22">Clinical competence</searchLink><br />*<searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+information+storage+%26+retrieval+systems%22">Medical information storage & retrieval systems</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Hospital+nursing+staff%22">Hospital nursing staff</searchLink><br /><searchLink fieldCode="DE" term="%22Emergency+medical+technicians%22">Emergency medical technicians</searchLink><br /><searchLink fieldCode="DE" term="%22Ultrasonic+imaging%22">Ultrasonic imaging</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+making+in+clinical+medicine%22">Decision making in clinical medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Hospital+medical+staff%22">Hospital medical staff</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22MEDLINE%22">MEDLINE</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+databases%22">Medical databases</searchLink><br /><searchLink fieldCode="DE" term="%22Point-of-care+testing%22">Point-of-care testing</searchLink><br /><searchLink fieldCode="DE" term="%22Online+information+services%22">Online information services</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Despite Point‐of‐Care Ultrasound (PoCUS) emerging as an essential clinical skill, evidence regarding practitioners' knowledge retention and competence remains poorly synthesized. This systematic review sought to evaluate PoCUS competency retention patterns using the Indication, Acquisition, Interpretation, Medical decision‐making (I‐AIM) framework following various educational interventions and to identify factors influencing long‐term skill retention among healthcare professional trainees. Methods: The authors conducted a systematic review by searching PubMed, the Cochrane Library and Embase databases (1990–2024) for studies evaluating PoCUS educational interventions with objective competency measures and retention assessment. Data were analysed based on educational strategies, course duration and retention patterns across I‐AIM domains. Results: Thirty‐one studies met the inclusion criteria, comprising 1638 participants (38.6% medical students, 20.5% attending physicians). Most studies employed a single‐group pretest‐posttest design (54.8%) and demonstrated moderate‐to‐high methodological quality (Medical Education Research Study Quality Instrument median: 12.5, interquartile range [IQR]: 11.0 to 13.0). Within the I‐AIM framework analysis, all domains of competency retention demonstrated a decline over a 1–12‐month follow‐up period. The Acquisition domain showed the most significant decline with median percentage changes of −11.8% (IQR: −16.5% to −6.4%), followed by Interpretation, Medical decision‐making and Indication. Short‐course programs (≤4 h) demonstrated greater competency decline (median: ‐11.8%, IQR: −16.9% to −4.4%) compared to long‐course programs (median: ‐2.6%, IQR: −6.8% to 1.3%). Hands‐on practice with high‐fidelity simulation and clinical context integration were associated with superior retention outcomes across multiple domains. Conclusions: Ultrasound competence retention showed variable decay patterns across I‐AIM domains, with Acquisition skills showing the most pronounced deterioration, particularly following short‐course programs. Comprehensive training programs integrating high‐fidelity hands‐on practice and clinical context may enhance PoCUS retention for healthcare providers. Evidence‐based tips for skill retention are offered through this systematic review of how training duration & methods affect PoCUS competency. #MedEd #POCUS [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.1111/medu.15751
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        Text: English
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    Subjects:
      – SubjectFull: Education of physicians
        Type: general
      – SubjectFull: Medical education
        Type: general
      – SubjectFull: Confidence
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      – SubjectFull: Simulation methods in education
        Type: general
      – SubjectFull: Medical students
        Type: general
      – SubjectFull: Ability
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      – SubjectFull: Memory
        Type: general
      – SubjectFull: Clinical competence
        Type: general
      – SubjectFull: Training
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      – SubjectFull: Medical information storage & retrieval systems
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      – SubjectFull: Research funding
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      – SubjectFull: Emergency medical technicians
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              M: 12
              Text: Dec2025
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