Early acquisition of E-FAST ultrasound skills in medical students: an observational study comparing portable and conventional devices

Abstract

This article evaluates the feasibility and educational effectiveness of early E-FAST (Extended Focused Assessment with Sonography in Trauma) training in undergraduate medical students, starting from the second academic year, and compares learning outcomes obtained with portable versus conventional ultrasound systems.

A blended-learning educational program was implemented at the University of Granada, combining mandatory online theoretical instruction with supervised, hands-on practical workshops. A total of 317 medical students without prior ultrasound experience participated. Competency acquisition across the five E-FAST windows was assessed using a structured evaluation rubric.

The results demonstrate that second-year medical students achieved competency levels comparable to those of students in higher academic years, both in image acquisition and anatomical structure identification. However, conventional ultrasound systems showed significantly superior performance compared with portable devices in terms of image quality and anatomical recognition, particularly in technically demanding scanning windows.

The study concludes that E-FAST training is feasible and effective from the early stages of undergraduate medical education. While portable ultrasound devices enhance accessibility, conventional systems remain preferable for foundational ultrasound training.

This work was conducted as part of a Teaching Innovation Project at the University of Granada, funded through the Innovation and Good Teaching Practices Program, and represents a successful example of integrating educational innovation, competency-based medical training, and medical education research.