Abstract
Background
The integration of ultrasonography (USG) into undergraduate anatomy education is increasingly recognised for its ability to enhance clinical relevance and spatial understanding. Contemporary evidence supports the use of USG-based teaching approaches to strengthen anatomical comprehension and facilitate the early acquisition of clinical competencies. However, there remains limited evidence regarding its effectiveness in imparting both anatomical knowledge and technical proficiency among first-year medical students.Methods
In this prospective educational study, two cohorts of first-year medical students (n = 91; n = 97) participated in an Extended Focused Assessment with Sonography for Trauma (EFAST) intervention simulating a road traffic accident under an emergency physician's supervision. Pre- and post-test assessments measured knowledge in ultrasound application, clinical reasoning, and anatomy. Focus group discussions evaluated students' perceptions and highlighted barriers. A paired-samples t test was performed to compare scores between the pre- and post-test assessments, with data presented as mean ± standard deviation (SD) or as percentages, as appropriate. Considering each cohort individually, the pre- and post-test scores were analysed using a two-way ANOVA test, normalised and presented as percentages.Results
The simulated EFAST module demonstrated a significant improvement in post-test scores following the intervention (31.14% increase, p Conclusion
EFAST-based teaching substantially enhances knowledge and engagement with clinically relevant anatomy and ultrasound in emergency scenarios. Incorporating point-of-care ultrasound (POCUS) into preclinical curricula effectively bridges foundational science with clinical practice and fosters preparedness for acute care settings. Further research should assess long-term retention and generalisability across institutions.