Introduction: Medical education, especially in ultrasound training, is undergoing significant changes. This study examines practical issues in ultrasound medical education, emphasizing state-of-the-art teaching methods, their effectiveness, and implementation challenges. Methods: The study analyzed advancements in ultrasound education, including randomized controlled trials comparing peer-to-peer teaching with traditional faculty-led instruction. It evaluated the effectiveness of collaborative small-group training and group size impact in simulation-based training. The study also assessed practical training components outlined in the WFUMB Position Paper Part II. Results: Findings indicate that peer-to-peer and collaborative small-group training are effective and cost-efficient. Group size did not significantly affect training outcomes. Key practical training elements, including early hands-on sessions and exposure to various equipment, substantially improved learning outcomes. Simulation tools like virtual reality (VR), augmented reality (AR), and phantoms were crucial for teaching standardized procedures and rare pathologies. Challenges identified include developing robust image acquisition skills, scarcity of qualified student tutors, and the need for reliable ultrasound skill assessment methods. Conclusion: Integrating peer-to-peer teaching and advanced simulation technologies significantly advances ultrasound medical education. These methods enhance cognitive and psychomotor skills but also present challenges such as ensuring quality education and developing effective assessment methods. Future research should compare different simulation tools and establish objective ultrasound proficiency assessment criteria. Continual method evaluation and improvement are essential for effective and standardized ultrasound training, ultimately enhancing patient care and clinical outcomes.

As an extension of the clinical examination and as a diagnostic and problem-solving tool, ultrasound has become an established technique for clinicians. A prerequisite for high-quality clinical ultrasound practice is adequate student ultrasound training. In light of the considerable heterogeneity of ultrasound curricula in medical studies worldwide, this review presents basic principles of modern medical student ultrasound education and advocates for the establishment of an ultrasound core curriculum embedded both horizontally and vertically in medical studies.

The digitization of medicine will play an increasingly significant role in future years. In particular, telemedicine, Virtual Reality (VR) and innovative Artificial Intelligence (AI) systems offer tremendous potential in imaging diagnostics and are expected to shape ultrasound diagnostics and teaching significantly. However, it is crucial to consider the advantages and disadvantages of employing these new technologies and how best to teach and manage their use. This paper provides an overview of telemedicine, VR and AI in student ultrasound education, presenting current perspectives and controversies.

Over the last decade, the emerging fields of artificial intelligence (AI) and robotics have been introduced in medicine, gaining much attention. This study aims to assess the insight of medical students and faculty regarding AI and robotics in medicine. A cross-sectional study was conducted among medical students and faculty of the University of Nicosia. An online questionnaire was used to evaluate medical students' and faculty's prior knowledge and perceptions toward AI and robotics. Data analysis was carried out using SPSS software, and the statistical significance was assumed as p value < 0.05. Three hundred eighty-seven medical students and 23 faculty responded to the questionnaire. Students who were “familiar” with AI and robotics stated that these breakthrough technologies make them more enthusiastic about working in their speciality of interest (p value = 0.012). Also, students (59.9%) and faculty (47.8%) agreed that physician's opinion should be followed when doctors' and AI's judgment differ and that the doctor in charge should be liable for possible AI's mistakes (38.8% students: 47.7% faculty). Although the most significant drawback of AI and robotics in healthcare is the dehumanization of medicine (54.5% students; 47.8% faculty), most participants (77.6% students; 78.2% faculty) agreed that medical schools should include in their curriculum AI and robotics by offering relevant courses (39.5% students; 52.2% faculty). Medical students and faculty are not anxious about the advancements of AI and robotics in medicine. Medical schools should take the lead and introduce AI and robotics in undergraduate medical curricula because the new era needs fully aware healthcare providers with better insight regarding these concepts.

Polymeric heart valves could offer an optimum alternative to current prostheses, by joining the advantages of mechanical and bioprosthetic valves. Though a number of materials suitable for this application have recently become available, significant improvements in the valve design are still needed. In this paper, a novel polymeric heart valve design is proposed and its optimization procedure, based on the use of finite elements, is described. The design strategy was aimed at reducing the energy absorbed during the operating cycle, resulting in high hydrodynamic performances and reduced stress levels. The efficacy of the design strategy was assessed by comparing the valve dynamics and stress levels predicted numerically during the cycle with those of an existing and well qualified polymeric valve design. The improved hydrodynamic performance of the proposed design was confirmed experimentally, by in vitro testing in a pulse duplicator.