Integrating anatomy, physiology and the power of ultrasound in medical education

Now in its second year, the Integrating Anatomy, Physiology and the Power of Ultrasound course offers second-year students a unique opportunity to connect theory with real-world clinical practice.

Traditionally, teaching at this stage of the programme has relied on lectures, small group workshops and case-based discussions. While effective, these formats can make it difficult for students, who have limited clinical exposure, to fully understand how anatomy and physiology translate into practice.

Dr Adam Nabeebaccus, Honorary Consultant in Cardiology, Clinician Scientist and Block Lead for Supporting Life, and Dr Hatem Soliman Aboumarie, Consultant in Cardiothoracic Intensive Care and Honorary Senior Lecturer at King’s, saw an opportunity to take a different approach.

Developed in partnership with the FUSE (Focused Ultrasound in Situational Emergencies) team and GKT, the optional course builds on core anatomy and physiology taught in Living Anatomy sessions and the Supporting Life block.

“What better way than using cutting-edge technology that not only lets students see what they’re learning in anatomy and physiology terms, but also shows them what clinicians are actually using on the shop floor,” Dr Nabeebaccus said.

From idea to reality

The idea first emerged through collaboration with clinical colleagues at Harefield Hospital, and Guy’s and St Thomas Hospitals with the early discussions between Dr Hatem Soliman Aboumarie, Professor Michael Marber and Professor Ronak Rajani, who played a key role in shaping the initiative from the outset.

Dr Soliman brought both his expertise and a clear vision to the project.

“I was very passionate about bringing ultrasound into undergraduate education,” he said. “In other parts of the world, particularly in the United States, it’s already integrated into medical training in around 70% of medical schools, and there’s strong evidence that it improves both the learning experience and the quality of understanding.”

Working together, the team developed a day long course that combines teaching from multiple specialties, including cardiology, intensive care, radiology and emergency medicine, with practical, small-group learning.

Learning by seeing

At the heart of the course is a simple idea, seeing is believing.

Using portable ultrasound, students can observe physiological processes in real time, helping to bridge the gap between theory and practice. During the sessions, students explore cardiac, respiratory, vascular and abdominal structures with guidance from expert facilitators.

“Seeing is believing,” Dr Nabeebaccus explained. “It shows students that what we’re teaching isn’t just theoretical, these are real processes happening in the body. It makes the learning far more engaging and meaningful.”

The course introduces students to point-of-care ultrasound (POCUS), a tool widely used in emergency departments and intensive care settings to support rapid clinical decision-making.

While students are not expected to become proficient at this stage, the aim is to build familiarity and understanding.

“We don’t expect students in year two to be qualified in ultrasound,” Dr Nabeebaccus said. “But we do want them to understand how it’s used, both to support their learning and in real clinical environments.”

Inspiring future clinicians

The interactive nature of the course has proven particularly impactful. Students work closely with facilitators from a range of clinical backgrounds, gaining insight not only into ultrasound but also into different career paths.

“It really opens their eyes,” said Dr Nabeebaccus. “It helps them start thinking about what they might want to do and sparks that early curiosity.”

For some students, the experience has gone even further.

“We’ve had students contact us after the course to arrange observerships in intensive care and even get involved in research,” Dr Soliman said. “It’s incredibly rewarding to see how this can motivate and shape their future careers.”

A collaborative effort

Delivering the course requires significant coordination and relies on the contribution of a wide network of clinicians and educators, many of whom volunteer their time.

Behind the scenes, the MBBS Stage Two team, comprising Programme Officers, Ateeb Waqar and Emily Everson and Programme Manager Felicia Amegah, play a crucial role in organising logistics, from managing sign-ups to coordinating catering and supporting delivery on the day.

“We are also fortunate to have the support of Dr Kai Lee (Head of Stage 2 MBBS) and Dr Sam Thenabadu (Programme Director MBBS) who seeing the value of our innovative approach to education have backed our initiative from the start”, said Dr Nabeebaccus.

The course has quickly become one of the most popular within the programme, with strong student feedback helping to shape its development each year.

Reflecting on the course, Rania Ocho, an undergraduate MBBS Stage 2 Year 2 student, said:

"I came into this workshop with no prior experience and left genuinely inspired. The teaching was incredibly supportive, and the hands-on sessions brought anatomy and physiology to life in a way textbooks simply can’t. It really highlighted the power of ultrasound at the bedside and its role in more personalised patient care. I’d highly recommend this course, it’s an amazing experience that builds both confidence and understanding for anyone at any stage."

Looking ahead

As the course continues to evolve, the focus is now on ensuring its long-term sustainability and deeper integration into the curriculum.

“We’ve demonstrated that this works and that students really value it,” Dr Soliman said. “Now we need to think about how to make it sustainable and integrate it in the curriculum and continue to develop it for the future.”