Ultrasound-Assisted Anatomy Teaching in Preclinical and Early Clinical Medical Education: A Scoping Review of Teaching Models, Outcomes, and Implementation Gaps
This scoping review of 11 studies published between 2015 and 2026 concludes that while ultrasound-assisted anatomy teaching in preclinical medical education effectively enhances student engagement, confidence, and short-term understanding through diverse models like hands-on and blended learning, current evidence regarding long-term retention and clinical transfer remains limited and inconsistent, highlighting a need for standardized, longitudinal, multi-institutional research.
Original paper licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer
For centuries, learning the human body meant studying static images in books or dissecting preserved specimens in a laboratory. While these methods provide a solid foundation, they cannot show how organs move, how blood flows, or how muscles change shape while a person is alive. To bridge this gap between textbook theory and the living patient, medical educators have increasingly turned to ultrasound. This technology uses sound waves to create real-time pictures of the inside of the body, allowing students to see anatomy in motion. It offers a unique way to connect what they learn in the classroom with the physical act of examining a person, potentially making the complex map of the human body easier to navigate and understand.
A team of researchers set out to understand how this technology is currently being used to teach anatomy to medical students in their first few years of training. They conducted a broad review of existing studies to see which teaching methods worked best, what students actually learned, and where the current approaches might be falling short. They looked at eleven specific studies published between 2015 and 2025, involving hundreds of students across the United States, the United Kingdom, Taiwan, and Italy. These studies tested various ways of integrating ultrasound into the curriculum, ranging from small-group hands-on sessions where students held the probes themselves, to flipped classrooms where students watched videos before class, and even gamified team competitions.
The review found that when students used ultrasound to learn anatomy, they consistently felt more confident and engaged. They reported that the technology made the subject matter feel more relevant to their future careers as doctors. In the short term, students who participated in these ultrasound sessions often performed better on immediate tests of their knowledge, particularly when the teaching involved active, hands-on practice or competitive team activities. The research also showed that having senior students teach their juniors how to use the machines was just as effective as having faculty members lead the sessions, a finding that could help schools with limited resources train more students.
However, the picture becomes less clear when looking at long-term results. While students felt they had learned more, the evidence that this knowledge stuck around for months or years was weak and inconsistent. Some studies showed no difference in final exam scores between students who used ultrasound and those who did not. The researchers noted that many of the studies they reviewed were small, took place at only one school, and relied heavily on students rating their own confidence rather than measuring their actual skills over time. Furthermore, the way ultrasound was taught varied wildly from one study to another, making it difficult to pinpoint exactly which parts of the training were most effective.
The authors conclude that ultrasound is a valuable tool for medical education, but it is not a magic solution that automatically guarantees better learning. It works best when it is part of a structured, long-term plan rather than a one-off workshop. To truly benefit students, schools need to move beyond short bursts of training and integrate ultrasound continuously throughout the curriculum, ensuring that the skills learned in the classroom are reinforced over time. Until more rigorous, long-term studies are conducted, the medical community knows that ultrasound can spark interest and build confidence, but the full extent of its ability to improve long-term anatomical knowledge remains an open question.
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