Training of Ultrasound Physicians in Obstetrics and Gynecology: Course Selection, Duration, and Certification
The training of an ultrasound physician in obstetrics and gynecology is considered in sources as a multi-level process: from basic (undergraduate) education to workforce development and specialized skills (Holland, 2026, sections 24.1–24.5, 25.3). However, specific regulated training durations and the number of CME credits are not specified in the provided excerpts — these parameters should be [clarified] according to current regulatory documents.
Levels and Structure of Training
Sources highlight basic training at the undergraduate stage (Holland, 2026, 24.1) and workforce development (Holland, 2026, sections 23.4, 24.1, 25.3). Basic European ultrasound training in obstetrics and gynecology is discussed as a separate direction (Salvesen KA, Lees C, Tutschek B. Basic European ultrasound training in obstetrics and gynecology. Ultrasound Obstet Gynecol. 2010;36:525-529).
Simulation Technologies in Training
When choosing a course, it is important to consider the presence of a simulation component: VR simulation (virtual reality simulation) is applied (Holland, 2026, 24.2). Simulation and feedback methods increase the accuracy of trainees — for example, feedback training improves the accuracy of fetal head position assessment (Goldkamp J, Vricella L, Mostello D, Tomlinson T. Ultrasound Obstet Gynecol. 2020;55(4):530-535).
Distance Learning and Feedback
Remote supervision with feedback deserves special attention as a method of large-scale training (Arntfield RT. Crit Care. 2015;30(2):441.e1-6). Quality improvement programs based on large-scale clinical audits are applied to fetal anatomy screening (Yaqub M, et al. Ultrasound Obstet Gynecol. 2019;54:239-245).
Validation and Skill Assessment
Competency validation and the use of AI for workflow and scan quality assessment are considered components of modern training (Holland, 2026, 22.4 — AI validation). Deep-learning analysis of sonographers' workflow in fetal anomaly screening is described separately (Ultrasound Obstet Gynecol. 2022;60(6):759-765). Regular re-audit of practice (e.g., transvaginal ultrasound) serves as a quality control tool (Ooi R, et al. J Clin Ultrasound. 2020;48:312-314).
Criteria for Course Selection
| Criterion | Guideline from Sources |
|---|---|
| Structure | From basic (undergraduate) to professional level (Holland, 2026) |
| Simulation | Presence of VR simulators (Holland, 2026, 24.2) |
| Feedback | Feedback training, remote supervision |
| Assessment | Skill validation, clinical audit, re-audit |
Exact durations, the volume of CME credits, and final certification criteria are not present in the provided excerpts — they need to be [clarified] according to current regulations.
Frequently asked questions
What simulation technologies are used in ultrasound training?
Sources mention VR simulation (virtual reality simulation) (Holland, 2026, 24.2), as well as feedback training that improves the accuracy of fetal head position assessment (Goldkamp J, et al., 2020).
Are there data on training duration and CME credits?
Specific durations and the number of CME credits are not provided in the available excerpts — these parameters should be [clarified] according to current regulations.
How is the quality of physician training assessed?
Through skill validation (including with AI; Holland, 2026, 22.4), clinical audit of fetal anatomy screening (Yaqub M, et al., 2019), and practice re-audit (Ooi R, et al., 2020).
Is distance learning of ultrasound skills possible?
Yes, remote supervision with feedback is described as a method of large-scale training in critical ultrasound diagnostics (Arntfield RT, 2015).
At what level does ultrasound training in obstetrics and gynecology begin?
With basic training at the undergraduate stage (Holland, 2026, 24.1); basic European training is highlighted separately (Salvesen KA, et al., 2010).