A multimodal blended learning curriculum for ultrasound-guided diagnostics and needle navigation: development and early implementation in an Indian tertiary care setting

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Abstract
Introduction: Ultrasound-guided diagnostic and needle navigation procedures are integral to modern medical practice, yet structured competency-based training remains limited within the Indian medical education system. This paper describes the development and early implementation of a simulation-enhanced blended learning curriculum delivered through the institutional Learning Management System (SARAL) at AIIMS, New Delhi. Methods: The program combined asynchronous online modules with simulation-based and supervised hands-on training. Formative evaluation was conducted via a cross-sectional survey of faculty involved in programme delivery ( n = 12), assessing course design, pedagogy, perceived learner applicability, and feasibility using Likert-scale items and open-ended feedback. Results: Formative feedback from 12 expert faculty involved in programme design and delivery indicated strong agreement on the curriculum's relevance, coherence, and clinical applicability, as well as its feasibility for broader implementation. Key recommendations included increasing hands-on exposure, reducing group sizes, and integrating advanced digital learning tools. Conclusions: These findings reflect early expert appraisal of a curriculum in its initial implementation phase and do not represent learner-level outcomes. Formal evaluation of educational impact is planned in future phases. The report provides a context-specific account of curriculum development and implementation that may inform similar efforts in resource-constrained settings like India.
Funding Information
  • Novo Nordisk Fonden

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