2020-08-012024-05-13https://scholars.lib.ntu.edu.tw/handle/123456789/651626Ultrasonography is a non-invasive, minimal-radiation tool for clinical diagnosis. Relevant clinical protocols have been developed. Recently, as the technology of ultrasonography progresses, small and portable ultrasound machines become available. The use of ultrasonography has gradually moved from the examination laboratories to the bedside. With this revolution, ultrasonography produces a tremendous paradigm shift in the diagnostic process at the bedside by clinicians. Point-of-care ultrasound (PoCUS) focuses on an acute problem that a patient has, trying to simplify the items of examination, shorten the time required for examination, but maximize the efficiency and accessibility. Unlike traditional ultrasound which has high learning threshold, PoCUS has become a feasible curriculum for undergraduate medical students. Some literature reports have shown that medical students can learn PoCUS quite well, even for the focused cardiac ultrasound which has been considered a tough one. However, the needs assessment, curriculum design, assessment tools of PoCUS education for medical students are scarcely reported. And the effectiveness of using new teaching skills, such as E-learning, standardized patient simulation, and high-fidelity simulators, in teaching PoCUS remains unanswered. There is also no established assessment tool for learning PoCUS in undergraduate medical education. The purposes of this study are establishing needs assessment, curriculum design, teaching materials, and assessment tools of PoCUS for senior medical students, as well as the evaluation of the effectiveness of education models with different simulation design. The study participants are fifth and sixth grade medical students who have completed basic medical curriculum and are receiving learning in clinical practice. The study period are 3 years. This study aims to establish the first teaching programs and assessment tools of POCUS for medical students in Taiwan, and can also fulfill the knowledge gap in the current literature.Point-of-care ultrasoundproblem-based learningassessment toolmedical students