Blended learning and simulation outperform traditional methods alone in medical student ultrasound education

Systematic review of ultrasound teaching methods finds blended learning (classroom + online) and simulation-based training improve both cognitive and practical skills in medical students more than traditional instruction alone. No single dominant pedagogy identified; flipped cla…

• Systematic review across PubMed, Embase, and Scopus; included studies focused on undergraduate medical education and didactic ultrasound teaching outcomes — exact number of included studies not reported in source.
• Flipped/inverted classroom (pre-class preparatory material) and peer-assisted learning were identified as effective supplementary strategies alongside blended and simulation-based approaches.
• Key limitation: narrative conclusions lack quantitative synthesis (no meta-analysis of effect sizes); findings are qualitative and may not generalize across curricula or resource settings.

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