Point-of-Care Ultrasound Use in Physician Associate Education

Authors

• Samantha Weller, University of LynchburgFollow

Specialty

Education

Advisor

Dr. Lawrence Herman, DMSc, PA-C, DFAAPA

Abstract

This scoping review provides an overview of the benefits of Point-of-Care Ultrasound (POCUS) in clinical practice and the current POCUS training gap in physician associate (PA) education. A comprehensive search using PubMed and the Physician Associate Education Association (PAEA) online database was conducted for literature published in the last 5 years. Fifteen articles were identified that assessed the effectiveness of POCUS in clinical practice, how it is being utilized clinically, and the current landscape of POCUS training in PA curricula. The findings suggest that POCUS is a highly efficient and effective tool when utilized by trained clinicians. POCUS helps improve diagnostic accuracy and deliver prompt treatment for multiple patient presentations and in many specialties. Despite this, many PA programs lack a comprehensive POCUS curriculum due to cost, faculty training, and preceptor training. The number of programs that teach POCUS has slowly risen in the last 6 years, but there is a lack of curriculum standardization and outcome reporting associated with POCUS training in PA education. This review highlights the importance of PA programs adopting a comprehensive POCUS curriculum, to ensure students are well equipped with the knowledge and skills needed to practice in today’s rapidly evolving healthcare landscape. Ensuring future PAs are prepared to utilize this skill in their clinical practice will benefit their future patients and enhance the PA profession as a whole. Future research should evaluate the longitudinal outcomes of POCUS training and investigate how new graduates utilize these skills in practice to guide the development of a standardized core curriculum.

Recommended Citation

Weller S. Point-of-Care Ultrasound Use in Physician Associate Education. University of Lynchburg Doctoral Project Assignment Repository. 2026; 8(3).