I’m seeking US-based internal medicine faculty, educators, or clinicians who are actively teaching, supervising, or implementing point-of-care ultrasound (POCUS) training for residents. This Medscape article examines the release of the first core POCUS curriculum for internal medicine and what it means for how programs train residents and set expectations for clinical practice. I’m looking for perspective grounded in real-world implementation, including how programs are integrating POCUS training and what challenges remain. Questions: 1. How is your program currently approaching POCUS training, and has the new core curriculum changed that approach in any way? 2. What are the biggest challenges in implementing a standardized POCUS curriculum within an internal medicine program? 3. How are you handling faculty development, particularly among attendings who were not trained in POCUS themselves? 4. How do you define and assess competency in POCUS at the residency level? 5. Do you see POCUS becoming an expected core skill for all internal medicine graduates, and if so, on what timeline? Requirements for participation: • Must be US-based • Must be actively involved in teaching, supervising, or implementing POCUS training for internal medicine residents • Must not be speaking on behalf of or representing an ultrasound device company • Must disclose any financial relationships within the past 24 months with medical device manufacturers, ultrasound companies, or related industry, including consulting, advisory roles, speaking fees, research funding, or equity interests — sources with relevant conflicts may be excluded • Responses are considered permission to quote with attribution in Medscape and may be lightly edited for clarity, accuracy, and flow The most impactful quotes come from real talk, not overly polished answers. Feel free to respond as you would in a conversation with a colleague over coffee. Medscape readers value authenticity and practical insights over formal, academic language. Please do not use AI tools to draft your response.

I cannot respond to this request as a clinician involved in POCUS training because I do not work in internal medicine education and it would be inaccurate to present myself that way. However, I can share a broader perspective from the wellness and health product side about how new clinical skills and training standards often evolve in healthcare. From what I have observed working closely with healthcare professionals and wellness practitioners, the biggest challenge in adopting any new clinical tool is not the technology itself but the training culture around it. Many experienced clinicians were trained before newer tools became common, so naturally there can be hesitation or uncertainty when expectations change. In my opinion, successful adoption usually happens when programs focus on practical use cases rather than theory. When professionals clearly see how a tool improves patient care, learning becomes much easier and resistance reduces. Another challenge I often hear about from medical professionals is time. Training residents already requires balancing many clinical responsibilities, so adding a new standardized skill requires thoughtful integration into existing workflows. I personally believe that the future of healthcare education will increasingly focus on hands on diagnostic tools because they improve speed, clarity, and patient confidence during consultations. Whether it is imaging, monitoring technologies, or digital health tools, practical skills that help clinicians make faster informed decisions will likely become standard over time. One simple thought I often share when speaking with healthcare professionals is this. Healthcare evolves when training keeps pace with real world practice. When education reflects what clinicians actually need in daily patient care, adoption becomes much more natural. Himanshu Soni Product Manager, CBD North Wellness product development and consumer health insights

From my perspective working closely with clinicians and wellness professionals, I have seen that POCUS training is becoming an essential part of internal medicine residency, but implementing it in practice is still a challenge. Programs that are doing it well usually start with small, structured sessions where residents get hands-on experience alongside faculty supervision. I have noticed that the new core curriculum has helped standardize what skills residents are expected to master, which is a big step forward because before it felt very variable between programs. The biggest challenge I see is time and faculty expertise. Attendings who were never trained in POCUS themselves need support and coaching to feel comfortable teaching. Many programs are using peer-led sessions, workshops, and online modules to bridge this gap, and I personally think that investing in faculty development early makes a huge difference in resident confidence and skill acquisition. Competency is another area where I have seen programs struggle. It is not enough to just scan a few patients; residents need repeated practice, feedback, and objective assessments. Some programs track skill completion with checklists, simulate patient scenarios, and require direct observation to confirm proficiency. I personally believe that competency should be assessed both technically and clinically, meaning that residents can not only operate the device but also make reasonable interpretations that inform patient care. Looking ahead, I am confident that POCUS will become a core skill for all internal medicine graduates, but I think we are still a few years away from universal adoption. The timeline depends on how quickly programs can train faculty, integrate POCUS into daily workflow, and provide residents enough hands-on experience. One thing I personally emphasize when discussing this is that POCUS should not be treated as a bonus skill. When residents see its value in real patient care and have proper guidance, they adopt it enthusiastically, which ultimately improves outcomes and makes it a routine part of internal medicine practice. David Jenkins