Advances in medical education and practice · 2026
Exploring Student and Faculty Insights on Ultrasound Education for Final-Year Medical Students: A Qualitative Study.
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Bashir Khalid, Al-Rajhi Amani A, Altaissan Munirah, Syed Asma, Desouki Maha, Al-Meraikhi Najlaa, Kane Tanya
Аннотация
BACKGROUND: Ultrasound is an important bedside valuable tool, but its integration into undergraduate medical education remains variable, particularly in the Middle East and North Africa (MENA) region. At Qatar University (QU) College of Medicine, ultrasound is introduced during the preclinical years, while clinical exposure remains largely opportunistic. This study explored student and faculty perspectives on the strengths and limitations of the ultrasound curriculum at QU.
METHODS: A qualitative study used focus groups with final-year medical students (n=21) and semi-structured interviews with faculty involved in ultrasound training (n=15). Data were analyzed using a triangulated thematic approach combining independent manual coding with AI-assisted analysis. Final themes were refined through researcher consensus.
RESULTS: The main finding was a translational gap between early technical proficiency and the ability to apply ultrasound findings to clinical reasoning and decision-making. Four student themes and five faculty themes emerged. Early preclinical exposure was valued for developing technical skills and confidence. However, clinical clerkship exposure was often opportunistic and lacked structured integration. Students reported confidence in image acquisition but limited exposure to pathology and clinical application. Faculty similarly recognized strong technical skills but identified weaknesses in interpretation, diagnostic reasoning, and clinical integration. Both groups supported a longitudinal, spiral curriculum with structured exposure to abnormal findings.
CONCLUSION: This study identifies a clear gap between technical ultrasound skills and their application in clinical practice. Bridging this gap requires moving from isolated preclinical teaching toward a longitudinal, clinically integrated curriculum that supports interpretation and clinical reasoning. These findings may inform ultrasound curriculum development in the MENA region and similar settings.
METHODS: A qualitative study used focus groups with final-year medical students (n=21) and semi-structured interviews with faculty involved in ultrasound training (n=15). Data were analyzed using a triangulated thematic approach combining independent manual coding with AI-assisted analysis. Final themes were refined through researcher consensus.
RESULTS: The main finding was a translational gap between early technical proficiency and the ability to apply ultrasound findings to clinical reasoning and decision-making. Four student themes and five faculty themes emerged. Early preclinical exposure was valued for developing technical skills and confidence. However, clinical clerkship exposure was often opportunistic and lacked structured integration. Students reported confidence in image acquisition but limited exposure to pathology and clinical application. Faculty similarly recognized strong technical skills but identified weaknesses in interpretation, diagnostic reasoning, and clinical integration. Both groups supported a longitudinal, spiral curriculum with structured exposure to abnormal findings.
CONCLUSION: This study identifies a clear gap between technical ultrasound skills and their application in clinical practice. Bridging this gap requires moving from isolated preclinical teaching toward a longitudinal, clinically integrated curriculum that supports interpretation and clinical reasoning. These findings may inform ultrasound curriculum development in the MENA region and similar settings.