Medical education is increasingly shifting toward competency-based training, with simulation playing a central role in procedural skill acquisition. Ultrasound-guided regional anesthesia (UGRA) is a standard technique in anesthesiology and acute pain management, yet it remains underrepresented in undergraduate medical curricula, leaving many students underprepared for clinical practice. This review evaluates the effectiveness and feasibility of simulation modalities, including cadavers, commercial task trainers, and low-cost gel-based phantoms, for teaching UGRA to medical students.
A structured literature review was conducted using PubMed and Google Scholar to assess educational outcomes and identify barriers to implementation. Studies published within the past 10 years that evaluated UGRA simulation in medical students were included. Across studies, simulation-based instruction consistently improved procedural competence, ultrasound image interpretation, and learner confidence in performing nerve blocks. Despite these benefits, adoption of UGRA training remains limited by high costs, restricted access to high-fidelity models, and time constraints within already dense curricula.
Findings suggest that early, hands-on exposure to UGRA accelerates skill acquisition and enhances confidence prior to clinical rotations, supporting the integration of structured procedural training earlier in medical education. To address cost and accessibility barriers, we are developing and validating a low-cost, reusable gel-based phantom model for femoral nerve blockade training. An upcoming study will evaluate long-term skill retention and subsequent performance on cadaver-based assessments.
By synthesizing current evidence and proposing an accessible training solution, this work aims to inform curricular design and expand opportunities for early procedural education, ultimately better preparing medical students for safe and effective clinical practice.
A structured literature review was conducted using PubMed and Google Scholar to assess educational outcomes and identify barriers to implementation. Studies published within the past 10 years that evaluated UGRA simulation in medical students were included. Across studies, simulation-based instruction consistently improved procedural competence, ultrasound image interpretation, and learner confidence in performing nerve blocks. Despite these benefits, adoption of UGRA training remains limited by high costs, restricted access to high-fidelity models, and time constraints within already dense curricula.
Findings suggest that early, hands-on exposure to UGRA accelerates skill acquisition and enhances confidence prior to clinical rotations, supporting the integration of structured procedural training earlier in medical education. To address cost and accessibility barriers, we are developing and validating a low-cost, reusable gel-based phantom model for femoral nerve blockade training. An upcoming study will evaluate long-term skill retention and subsequent performance on cadaver-based assessments.
By synthesizing current evidence and proposing an accessible training solution, this work aims to inform curricular design and expand opportunities for early procedural education, ultimately better preparing medical students for safe and effective clinical practice.