Introduction: Formalized point-of-care ultrasound (US) training is well established in physician (MD) training. However, it is largely absent in the educational curricula of advanced practice providers (APP). Addressing this gap improves diagnostic ability, procedural expertise and patient outcomes across these disciplines. Standardizing education for APPs will increase collaboration and enhance the quality of care delivered in critical care (CC). This initiative is vital in the evolving scope of practice for APPs in high-acuity areas. Methods: This abstract was developed with the assistance of OpenAI’s ChatGPT to support clarity and structure. Final content was reviewed and approved by the authors. A gap in formalized US training and education for APPs, MD fellows and attendings was identified at a tertiary medical center. To address this gap, a hybrid course incorporating Society of Critical Care Medicine’s Critical Care Ultrasound course curriculum, followed by a full-day hands-on skills lab for practical application was developed. Post-course responses were analyzed to assess US experience, comfort with utilization, and credentialing preferences. Results: Two courses were held between August 2024 and May 2025 with 22 participants, including 17 APPs, (average clinical experience: 10 to 15 years). A post-course survey revealed one third had received formal US training previously, however, 66% of participants felt somewhat or very uncomfortable with US. Over 50% used US infrequently. Post-course utilization and integration of US in clinical decision making improved to 78%. Despite these improvements, less than half of respondents expressed interest in pursuing credentialing. Conclusions: Implementation of structured US training for APPs and MDs in the CC setting significantly improved confidence, utilization, and clinical application. The findings reveal a gap in education among experienced APPs and highlight the impact of formalized training. While post-course utilization and integration of US into clinical decision-making increased, the limited interest in pursuing credentialing suggests that additional institutional support may be needed. Overall, standardized US education for APPs represents a vital opportunity to improve diagnostic accuracy, procedural competency and patient care outcomes altogether.
Andersen et al. (Sun,) studied this question.