Background. Lung ultrasound has become an emerging tool in acute and critical care medicine. Combined theoretical and hands-on training has been required to teach ultrasound diagnostics. Current computer technology allows for display, explanation, and animation of information in a remote-learning environment. Objective. Development and assessment of an e-learning program for lung ultrasound. Methods. An interactive online tutorial was created. A prospective learning success study was conducted with medical students using a multiple-choice test (Trial A). This e-learning program was used as preparation for a certified course followed by an evaluation of trained doctors (Trial B) by linear analogue scales. Pretests were compared with postcourse tests and sustainability tests as well as a posttest of a one-day custom classroom training. Results. In Trial A, during the learning success study ( ), the increase of correct answers was 11.7 to 17/20 in the post-test and to 16.6/20 in the sustainability test (relative change 45.1%, ). E-learning almost equalled scores of classroom-based training regarding gain and retention of factual knowledge. In Trial B, nineteen participating doctors found a 79.5% increase of knowledge (median, 95% CI: 69%; 88%). Conclusion. The basics of lung ultrasound can be taught in a highly effective manner using e-learning. 1. Introduction The increasing demand for ultrasound applications in critical care medicine requires a discerning analysis of current and emerging training methods. In particular, ultrasound diagnostics of thorax, trachea, and lungs remain underutilized, although it has been shown to deliver more specific and sensitive results than chest X-ray, for example in cases of pulmonary edema regarding B-line differential diagnostics [1], pneumothorax [2–4], or pulmonary consolidation [5–8]. The safety and accuracy of ultrasound-guided interventions have similarly been demonstrated in critical care scenarios such as thoracocentesis [9, 10]. Pulmonary ultrasound is considered of utmost importance in critical care ultrasound curricula [11, 12] and encompasses the impartment of cognitive and psychomotor skills for accurate interpretation and acquisition of sonographic images. Lecture- and seminar-based events, the current standards for ultrasound training, are often inaccessible due to time or financial constraints, posing a substantial hurdle to interested parties from medical students to board-certified doctors. While practical ultrasound skills may be quickly acquired in brief training courses [13, 14], the advancement of
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