post secondary education for ultrasound

How to Become an Ultrasound Technician

Ultrasound technicians play a vital role in the allied healthcare industry , using specialized equipment to capture images that aid in diagnosing and treating patients. We will aim to provide guidance on how to become an ultrasound technician, emphasizing the importance of education, training, and certification in unlocking opportunities and career advancement.

What is an Ultrasound Technician?

An ultrasound technician, also known as a diagnostic medical sonographer, is a healthcare professional who uses specialized equipment to create images of the body’s internal structures. These images, known as sonograms or ultrasounds, help physicians diagnose and treat various medical conditions. There are different types of ultrasound technicians, such as vascular sonographers, who specialize in imaging blood vessels, and obstetric and gynecologic sonographers, who focus on the female reproductive system.

Ultrasound technicians typically work in hospitals, outpatient care centers, and physicians’ offices. They often spend long hours on their feet and may need to lift or move patients during examinations. The job outlook for ultrasound technicians is positive, with the Bureau of Labor Statistics projecting a 10% growth in employment between 2022 and 2032, which is much faster than the average for all occupations. This growth is mainly attributed to the increasing use of ultrasound imaging as a safer, non-invasive alternative to traditional radiological procedures.

Education Requirements for Ultrasound Technicians

Starting in high school, aspiring ultrasound technicians should focus on courses in science, such as biology, physics, and mathematics. These subjects provide a solid foundation for the post-secondary education required to become an ultrasound technician. There are three main post-secondary education options: certificate programs, associate degree programs, and bachelor’s degree programs. The best path into this career would be a program in either Diagnostic Medical Sonography or Diagnostic Cardiac Sonography. We break down these programs below .

Certificate programs often take around 1-2 years to complete.  They are typically the shortest in length of the available programs. These programs are suitable for individuals who already have a background in healthcare or a related field.  They provide focused training in ultrasound technology and clinical practice.

Associate degree programs in diagnostic medical sonography usually take about two years to complete. These programs offer a more comprehensive education and include general education courses along with ultrasound-specific coursework. They are a common choice for students entering the field with little to no prior healthcare experience.

Bachelor’s degree programs typically take 4 years to complete and offer a more in-depth education. They may include advanced coursework in ultrasound specialties and research opportunities. These programs are suitable for those who want to advance their careers in sonography and potentially pursue leadership or teaching roles in the field. 

Key subjects covered in ultrasound technician programs include anatomy, physiology, patient care, medical ethics, and sonographic imaging techniques. Practical, hands-on experience with ultrasound equipment is also an essential component of these programs.

It is crucial to choose an accredited program, as this ensures the quality of education and increases the likelihood of finding employment after graduation. The Commission on Accreditation of Allied Health Education Programs (CAAHEP) is the primary accrediting body for ultrasound technician programs in the United States. Accredited programs typically include a combination of classroom instruction, laboratory work, and clinical experience.

Diagnostic Medical Sonography vs. Diagnostic Cardiac Sonography

Diagnostic Medical Sonography (DMS) and Diagnostic Cardiac Sonography (DCS) are both specialized fields within the broader discipline of medical ultrasound technology. While they share some similarities in terms of using ultrasound technology to create images of the body’s internal structures, they have distinct focuses and areas of specialization. Here are the key differences between Diagnostic Medical Sonography and Diagnostic Cardiac Sonography programs:

Diagnostic Medical Sonography (DMS)

• Focus : DMS programs train students to perform ultrasound examinations on various parts of the body, including the abdomen, pelvis, vascular system, and musculoskeletal system. DMS encompasses a wide range of applications beyond the heart.
• Specialization : DMS programs may offer specialization options in areas such as abdominal sonography, vascular sonography, obstetric and gynecologic sonography, breast sonography, or musculoskeletal sonography, among others. Students can choose a specific area of interest based on their career goals.
• Clinical Training : Clinical rotations in DMS programs expose students to a diverse range of ultrasound procedures, allowing them to gain experience in multiple areas of diagnostic imaging.
• Certification : Graduates of DMS programs are eligible to pursue certification as Registered Diagnostic Medical Sonographers (RDMS) through organizations like the American Registry for Diagnostic Medical Sonography (ARDMS). Certification may be obtained in one or more specialty areas.
• Career Opportunities : DMS graduates can work in a variety of healthcare settings, including hospitals, clinics, imaging centers, and private practices. They can perform ultrasound scans for diagnosing conditions in multiple body systems.

Diagnostic Cardiac Sonography (DCS)

• Focus : DCS programs specifically focus on the heart and circulatory system. Students learn to perform echocardiograms (ultrasound examinations of the heart) to assess its structure and function, as well as to evaluate blood flow through the heart’s chambers and vessels.
• Specialization : DCS programs typically do not offer as much specialization as DMS programs. The primary focus is on cardiac ultrasound, although some programs may include basic training in vascular ultrasound.
• Clinical Training : Clinical rotations in DCS programs primarily involve hands-on experience with cardiac ultrasound procedures. Students work with patients to capture images of the heart for diagnostic purposes.
• Certification : Graduates of DCS programs can pursue certification as Registered Diagnostic Cardiac Sonographers (RDCS) through organizations like the American Registry for Diagnostic Medical Sonography (ARDMS). This certification specifically validates their competence in cardiac ultrasound.
• Career Opportunities : DCS graduates are primarily qualified to work in cardiology departments of hospitals, heart clinics, and other healthcare facilities that specialize in cardiovascular care. They play a crucial role in diagnosing and monitoring heart conditions.

In summary, the main difference between Diagnostic Medical Sonography and Diagnostic Cardiac Sonography programs lies in their scope of practice and specialization. DMS programs cover a broader range of ultrasound applications across different body systems, while DCS programs are specifically tailored to cardiac ultrasound imaging and focus on the heart and its associated structures. Students should choose a program that aligns with their career interests and goals in the field of medical ultrasound.

Training and Clinical Experience

Hands-on training is critical to becoming an ultrasound technician, as it helps students develop the necessary skills to operate ultrasound equipment and interpret images effectively. Most ultrasound technician programs require students to complete a certain number of clinical hours to gain practical experience in real-world settings.

Clinical experience requirements vary depending on the program but typically involve working under the supervision of experienced professionals in hospitals or other healthcare facilities. This hands-on experience allows students to apply their classroom knowledge to real patients and develop their technical, communication, and critical thinking skills.

Internships and job shadowing opportunities can provide valuable insights into the day-to-day responsibilities of an ultrasound technician and help students establish professional connections in the field. These opportunities may be available through the student’s educational program or by reaching out to local healthcare facilities.

Volunteer work at hospitals, clinics, or community health events can also help aspiring ultrasound technicians gain experience, demonstrate their commitment to the field, and expand their professional network. Such experiences can be particularly beneficial when seeking employment after completing an ultrasound technician program.

Certification and Licensure

There are several certification options for ultrasound technicians, including the American Registry for Diagnostic Medical Sonography (ARDMS), Cardiovascular Credentialing International (CCI), and the American Registry of Radiologic Technologists (ARRT). While certification is not always required, it can significantly enhance career advancement and job opportunities, as many employers prefer or require certified candidates.

To obtain certification, candidates must meet eligibility requirements, such as completing an accredited ultrasound technician program and gaining a specific amount of clinical experience. The next step is passing a certification examination, which typically covers topics such as sonographic principles, instrumentation, and specialty-specific knowledge.

Certification demonstrates a technician’s commitment to maintaining high standards of practice and staying current in the field. It can lead to increased salary potential, better job opportunities, and greater professional recognition.

Some states may also require licensure for ultrasound technicians, though this is not as common as certification. Licensure requirements vary by state and may include completing an accredited program, passing a state-specific examination, and maintaining continuing education credits. It is essential to check with the state in which you plan to work for specific licensure requirements.

Continuing Education and Professional Development

Staying up-to-date with the latest advancements in the ultrasound technician field is vital for maintaining expertise and providing high-quality patient care. Continuing education options include workshops, conferences, online courses, and seminars, which can help technicians stay current with industry trends and advancements in technology.

Many certification organizations, such as ARDMS and CCI, require ultrasound technicians to earn Continuing Medical Education (CME) credits to maintain their certification. CME credits can be obtained through various activities, including attending conferences, participating in workshops, or completing accredited online courses.

Networking and joining professional organizations, such as the Society of Diagnostic Medical Sonography (SDMS), can also be beneficial for ultrasound technicians. These organizations provide opportunities to connect with peers, share knowledge, and stay informed about the latest research and developments in the field. Additionally, membership in a professional organization may offer access to exclusive resources, job boards, and discounts on continuing education courses.

Tips for Success in the Ultrasound Technician Career

Developing strong communication and interpersonal skills is crucial for ultrasound technicians, as they need to effectively explain procedures to patients, collaborate with physicians, and convey imaging results. These skills contribute to a positive patient experience and ensure accurate diagnosis and treatment.

Staying organized and managing time effectively is essential for ultrasound technicians, given their demanding work schedules and the need to balance multiple patients and responsibilities. Good time management can lead to increased efficiency, reduced stress, and a more balanced work-life experience.

Embracing technology and staying current with industry advancements is critical for ultrasound technicians, as new techniques and equipment can improve diagnostic accuracy and patient care. Continuously learning about new developments in the field can help technicians stay ahead and maintain their expertise.

Pursuing specialization and advanced certifications can open up new opportunities and enhance career growth. Specialization allows technicians to focus on specific areas of interest and expertise, such as vascular, pediatric, or musculoskeletal sonography, setting them apart from other professionals in the field. Advanced certifications can demonstrate a technician’s commitment to excellence and proficiency in their specialized area, leading to increased job opportunities and higher salary potential.

Ready To Become an Ultrasound Tech?

Becoming an ultrasound technician involves completing high school prerequisites, pursuing post-secondary education through certificate, associate, or bachelor’s degree programs, gaining hands-on training and clinical experience, and obtaining certification. Those interested in pursuing a career as an ultrasound technician should be encouraged by the rewarding nature of the profession and the positive job outlook. Emphasizing the importance of education, training, and certification can unlock numerous opportunities and career advancement for aspiring ultrasound technicians.

For more information on education pathways and career advice, visit Pathways2Advancement.org , where you can find valuable resources and guidance to help you on your journey towards a successful career in the healthcare industry.

Resources for Aspiring Ultrasound Technicians

Diagnostic Medical Sonography Schools: https://www.caahep.org/students/find-an-accredited-program *Be sure to click “diagnostic medical sonography” under the profession category.

American Registry for Diagnostic Medical Sonography: https://www.ardms.org/discover-ardms/career-center/sonography-resources/

Society of Diagnostic Medical Sonography: https://www.sdms.org/resources/educational

Rutgers University: https://libguides.rutgers.edu/c.php?g=716415&p=5098092

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Meeting Ultrasound Tech Education & Certification Criteria: A Comprehensive Guide

Table of Contents

In the rapidly evolving healthcare industry, Ultrasound Technicians hold an important place. From diagnosis to treatment and prevention of diseases, these professionals play a pivotal role. This comprehensive guide is developed to walk you through the process involved in becoming an Ultrasound Tech, from understanding their significant contribution to healthcare to outlining the educational stream and certifications necessary for this role. We will touch upon the existing job market, expected salaries and career advancement opportunities to give a complete understanding of this fulfilling career path.

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Understanding the Role and Importance of an Ultrasound Technician

Defining an ultrasound technician.

An ultrasound technician, also known as a diagnostic medical sonographer or ultrasonographer, is a healthcare professional who operates ultrasound equipment to create images of structures inside the human body. They are responsible for preparing patients for exams, operating the ultrasound equipment, capturing quality diagnostic images, analyzing results, and reporting findings to physicians for diagnosis and treatment planning.

Ultrasound technicians require specialized education and certification to perform their job duties. They must complete an accredited program in diagnostic medical sonography, covering areas like anatomy, physiology, pathology, physics, patient care, and ultrasound principles and instrumentation.

The Importance and Impact of Ultrasound Technicians in the Healthcare Industry

Ultrasound technicians play a vital role in healthcare by providing detailed, high-quality images to help diagnose and monitor an array of medical conditions. Their work impacts patient care across many specialties.

For example, they may help identify causes of abdominal pain or visualize development in pregnant women. Ultrasound allows real-time, detailed viewing inside the body without radiation, making it one of the most common and useful diagnostic imaging tools.

By providing physicians with clear images and documentation, ultrasound technicians enable accurate diagnoses, treatment plans, and ongoing care. Their expertise in operating equipment and analyzing results makes them a valuable part of clinical care teams.

Different Specialty Fields for Ultrasound Technicians

While all ultrasound techs are trained in anatomy and physics, some choose to specialize in certain application areas. Common specialties include:

• Obstetric & Gynecologic - focusing on female reproductive health and pregnancies
• Abdominal - examining organs like the gallbladder, kidneys, liver, pancreas, and spleen
• Breast - identifying cysts, tumors, calcifications
• Neurosonology - obtaining images of the brain and nervous system
• Cardiac - imaging the heart
• Vascular - visualizing blood flow through arteries and veins
• Musculoskeletal - diagnosing issues with muscles, joints, and tendons

Specialized ultrasound techs develop additional expertise reading images in their chosen focus areas. However, general training is similar across the field.

By pursuing specialization, ultrasound technicians can advance their careers while meeting the needs of different hospital departments and patient populations.

The Journey to Ultrasound Tech Education: Steps and Considerations

Becoming an ultrasound technician requires obtaining the proper academic credentials. The main educational pathways into this growing healthcare profession include certificate programs, associate's degrees, and bachelor's degrees in diagnostic medical sonography (DMS) or related fields.

Prospective ultrasound techs should carefully consider which educational route best matches their career aspirations, time commitments, and financial resources. Gaining hands-on clinical experience is also key.

High School Preparation for Ultrasound Technician Aspirants

Starting ultrasound tech prep in high school is wise. Here are some tips:

• Take science courses like biology, anatomy/physiology, and physics. These provide a strong healthcare foundation.
• Study math extensively, including algebra, geometry, trigonometry, and statistics. Math skills are essential for sonography.
• Develop technological literacy through computer science classes. Ultrasound machines rely heavily on technology.
• Improve written and verbal communication abilities. Technicians must explain complex scans to doctors and patients.

Post-Secondary Education Requirements

While not universally required, having an associate's or bachelor's degree tremendously boosts ultrasound tech hireability. Consider:

• Certificate programs take 1-2 years and offer basic sonography training. They allow faster workforce entry but fewer advancement opportunities.
• Associate's degrees take 2 years and thoroughly cover ultrasound principles/protocols. Many employers prefer sonographers with associate's degrees.
• Bachelor's degrees take 4 years but provide the most comprehensive ultrasound education. They open more career advancement doors.
• Some 1-year certificate programs are add-ons to 2-4 year healthcare degrees allowing cross-training in sonography.

Exploring Certificate, Associate, and Bachelor's Degree Programs

When comparing ultrasound technician programs, look for:

• Respected program accreditation like CAAHEP, proving quality standards are met.
• Extensive hands-on clinical training with real patients. This experience is invaluable.
• Instruction in ultrasound physics, instrumentation, human anatomy, scanning protocols, image optimization, record keeping, patient care, and communications.
• Training on various ultrasound specialties: abdominal, OB/GYN, vascular, cardiac, musculoskeletal.
• Small class sizes allowing personalized instruction and scanning practice.
• Up-to-date ultrasound lab facilities with modern machines matching real-world clinical settings.
• Solid job placement rates and credential exam passage rates indicating program effectiveness.
• Reasonable total program cost and financial aid options if needed.

With proper diligence and preparation, those seeking ultrasound tech careers can find the right educational pathway to achieve their professional aspirations.

Achieving Ultrasound Tech Certification: The Important Milestone

Earning certification is a crucial step for ultrasound technicians looking to advance their careers. Certification demonstrates a technician's competence and qualifications in their field. It opens doors to increased responsibilities, higher salaries, and more job opportunities.

Understanding the Certification Process and Its Importance

There are three major organizations that offer certification for ultrasound technicians: the American Registry for Diagnostic Medical Sonography (ARDMS), the Cardiovascular Credentialing International (CCI), and the American Registry of Radiologic Technologists (ARRT).

Each organization has its own eligibility requirements and certification exams. ARDMS is the most widely recognized, offering credentials like Registered Diagnostic Medical Sonographer (RDMS) and Registered Vascular Technologist (RVT). CCI offers Registered Cardiac Sonographer (RCS) certification. ARRT offers certification in sonography through its Sonography exam.

Earning certification demonstrates that a technician has the necessary knowledge and skills. It requires meeting strict educational and clinical experience criteria. Certification exams rigorously test an applicant’s understanding of anatomy, physiology, instrumentation, scanning protocols, and other areas.

Certification benefits ultrasound technicians in several key ways. It can result in higher ultrasound tech salaries and greater career advancement opportunities. Employers often prefer or require certification. It shows a dedication to excellence and ongoing education. Certification also keeps technicians up to date on the latest developments and best practices in their specialties.

Certifying Bodies: ARDMS, CCI, and ARRT

The ARDMS is the largest certifying organization for sonographers. Obtaining RDMS certification in obstetrics and gynecology requires passing the Sonography Principles and Instrumentation exam, as well as the OB/GYN specialty exam. RVT certification requires passing the Vascular Technology exam.

Applicants must meet prerequisites like having an appropriate degree and clinical experience. ARDMS also requires continuing education credits to maintain certification.

CCI offers RCS certification for cardiac sonographers. Candidates must pass the Registered Cardiac Sonographer exam. Prerequisites include having an associates degree, clinical experience, and passing the Sonography Principles and Instrumentation exam.

ARRT offers Sonography certification by passing its exam. Prerequisites include an associates degree and clinical experience. ARRT certification must be renewed annually by meeting continuing education requirements.

Each organization has detailed requirements, exams, and processes. Ultrasound technicians should thoroughly research which certifications match their specialties and career goals.

Preparing for the Certification Exam: Tips and Strategies

Preparing for a sonography certification exam takes time and dedication. Here are some helpful preparation tips:

• Start studying several months in advance. Don't cram at the last minute.
• Thoroughly review the exam overview and content outline.
• Use prep books and online practice exams to study.
• Create flashcards for key terms, anatomy, protocols, etc.
• Study anatomy and scanning planes until you know them cold.
• Join a study group to share knowledge and quiz each other.
• Take practice tests regularly to identify weak areas.
• Get plenty of rest before exam day.

Achieving certification may require hard work, but doing so is worth it. Certification verifies expertise, opens career doors, and benefits ultrasound techs throughout their working lives.

Career Outlook and Advancements in Ultrasound Technology

Current job market for ultrasound technicians.

The job market for ultrasound technicians is very promising. According to the U.S. Bureau of Labor Statistics (BLS), employment of diagnostic medical sonographers and cardiovascular technologists and technicians is projected to grow 19 percent from 2018 to 2028, much faster than the average for all occupations. As ultrasound technology continues to develop, it is increasingly being used as an alternative to more invasive, costly, and potentially harmful procedures.

An aging population in the U.S. will require more diagnostic imaging. Moreover, as healthcare shifts toward preventative care, ultrasounds will likely play a greater role in routine checkups and monitoring of various conditions. This will create more demand for sonographers.

That said, employment in this occupation is strongly tied to the healthcare industry overall. Any major changes to healthcare laws, regulations, and reimbursement policies can affect job growth. Hospitals are the primary employer of ultrasound technicians.

Expected Salaries and Job Growth

The median annual wage for diagnostic medical sonographers was $75,920 in May 2021 according to the BLS. The lowest 10 percent earned less than $54,350, and the highest 10 percent earned more than $105,340.

Most ultrasound technicians work full time, and some may have to work evenings, weekends, or be on call. About half of sonographers worked more than 40 hours per week in 2021.

In addition to good job prospects overall, the BLS projects particularly high growth in outpatient care centers like doctors' offices and medical/diagnostic laboratories. Higher use of ultrasound technology in point-of-care situations is driving this trend.

Opportunities for Specialization and Career Advancement

There are a few main specialties for ultrasound technicians:

• Abdominal sonography - examining organs in the abdomen such as the gallbladder, liver, kidneys, spleen, and pancreas.
• Obstetric and gynecologic sonography - looking at the female reproductive system and pregnancies.
• Echocardiography - examining the heart and blood vessels.
• Vascular sonography - imaging the veins and arteries for blood clots, poor circulation, etc.
• Musculoskeletal sonography - assessing tendons, muscles, joints, and soft tissue.

Sonographers can get specialized training and certifications in one or more of these areas. For example, cardiac sonographers may specialize in adult transthoracic exams, pediatric echocardiography, or stress echocardiography. Gynecological sonographers can further specialize in evaluating infertility.

Sonographers who wish to advance in their careers can become supervisors, department managers, or ultrasound lab directors. Some choose to move into sales, marketing, or product development roles with medical equipment companies. Others go into education and become instructors in ultrasound technician programs.

Ultrasound technologists with advanced degrees can conduct medical research activities. They may also specialize in a clinical area and become expert sonographers, training other technicians and consulting with physicians on complicated cases.

A few avenues for advancement include:

• Earning a bachelor's or master's degree in diagnostic medical sonography, which broadens opportunities
• Getting additional sonography certifications from the ARDMS
• Obtaining credentials in a subspecialty like breast ultrasound or musculoskeletal sonography
• Pursuing training in new ultrasound technologies as they emerge

Some sonographers transition into working as physician assistants, nurse practitioners, doctors, medical researchers, and other healthcare roles with additional education. Overall, there are many possible career development paths in this dynamic field.

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Post Associate Certificate in Diagnostic Medical Sonography

The DMS Certificate program allows students with an Allied Health Degree in a Patient Care centered field to expand their skillset and seek licensure to practice as a Diagnostic Medical Sonographer. This dramatically expands opportunities for allied health practitioners in hospital, clinic and doctor’s office settings.

Upon completion of this program, students will be qualified to apply for licensure examination through the American Registry of Diagnostic Medical Sonography (ARDMS) under Prerequisite 1. Sonographers are considered licensed when they have successfully completed the ARDMS examinations in Physics (SPI) and at least one additional specialty (Abdomen, OB/GYN, Breast, etc.)

The mission of the Post Associate Certificate in Diagnostic Medical Sonography (DMS), is to provide quality education that prepares diagnostic medical sonographers for research-based practice improve health care in the community in which they practice.

Goal/Outcomes

To prepare competent entry-level sonographers in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains for the abdominal-extended and obstetrics and gynecology sonography concentrations.

To accomplish this goal, our program provides students with extensive didactic and clinical training in the areas of Ultrasound physics and instrumentation, abdominal, small part, gynecologic, Obstetric and basic vascular sonographic imaging. The coursework includes through evaluation of human anatomy, physiology, pathology and sonographic findings. Focus is placed on educating students in standards-based practices of sonographic examinations.

Students develop professionalism, communication skills and leadership qualities through realistic laboratory simulations, project-based research projects, presentations, and in over 1400 hours of clinical experience in the real-world imaging environment.

These opportunities develop the student’s ability to:

• Provide basic patient care and comfort to all patients.
• Employ professional judgement and communication.
• Demonstrate competence in the use of acoustic physics principles, Doppler ultrasound principles, and ultrasound instrumentation through proper equipment operation and transducer selection.
• Evaluate the interaction between ultrasound and tissue and the probability of biological effects in clinical examinations.
• Produce and assess ultrasonographic images of normal and abnormal anatomy and physiology.
• Identify, document and develop differential diagnosis of abnormal sonographic and Doppler patterns.

The Post Associate Certificate in DMS is a limited admission program based on student merit. Students are encouraged to apply if they have one of the following:

• An Associate of Arts, Associate of Science or Associate of Applied Science in a patient care centered allied health field and all program specific pre-requisites*
• A bachelor’s degree and all program specific pre requisites*

*The following program specific pre-requisites must be completed prior to beginning the program:

• English 102
• Introductory Physics (PHYS 100 or RAD 118)
• Certified Nursing Assistant Course (NURS 130 or RAD 112)
• Medical Terminology (NURS 140 or RAD 112)
• Human Anatomy and Physiology I & II (BIOL 223 & 224)
• College Math (MATH 120 or higher)

Application Process

Applications are due to the Health Science and Human Service Department by April 1 of each year. Students will have the opportunity to apply under multiple track options. Students may select the Renown Track or the General GBC Track option. Students will be required to attend an interview as part of the application process.

General GBC Option

Students accepted into the general GBC track will attend didactic courses on the Elko campus or via interactive video. They will attend lab weekly the first semester and every one to three weeks the second semester. Lab will be held on the GBC Elko campus. Students will receive clinical placement at a minimum of 2 different GBC clinical affiliates. A minimum of one of these may be at an out of town location.

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Students desiring consideration for placement in the Renown Satellite site will have the option to request that site on their application. If they meet all GBC requirements, they will be considered for placement in the Renown Satellite site based off the student applicant point system. Students selected for the Renown site will attend didactic courses via interactive video. They will attend weekly lab the first and second semesters at the Renown Reno campus. All clinical placement will be completed at a minimum of two Renown sites in Reno, NV.

If a student is not selected as a Renown site student, they may be accepted into the General GBC track if positions are available.

All expenses are estimated.

• Tuition (In state): $9,072
• Textbooks: $900
• Uniforms, Shoes: $300
• Immunization Tracking, Background Check & Drug Screening: $100-150
• Liability Insurance: $40
• Lab Fee (per credit for CMI courses): $65
• ARDMS Exams (each): $200-250
• Physical Exam: Individual amount
• Immunizations: Individual amount
• Health Insurance: Individual amount
• Travel/Living expenses: Individual amount

Accreditation

The Great Basin College Diagnostic Medical Sonography Program is accredited by the Commission on Accreditation of Allied Health Education Programs ( www.caahep.org ) upon the recommendation of Joint Review Committee on Education in Diagnostic Medical Sonography (JRC-DMS).

Commission on Accreditation of Allied Health Education Programs

www.caahep.org 9355 113th St N, #7709 Seminole, FL 33775 727-210-2350

Great Basin College is accredited by the Northwest Commission on Colleges and Universities (NWCCU)

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Exploring New Job Opportunities In Sonography

Ultrasound technicians are at the forefront of critical health care and disease prevention. Not only is the field of sonography fulfilling, but it provides many avenues for advancement. Professionals in the ultrasound technology profession fill job titles such as diagnostic medical sonographers, ultrasound technologists, ultrasonographers and more. The education needed to become and advance as a sonographer varies, but rest assured that there is no one path to career advancement. Continue reading to learn more about the field and which educational and career path might be right for you.

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#1 Advance Your Ultrasound Technology Career

Oregon Institute of Technology

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Looking for a premier education to jumpstart your career? Consider one of the 34 bachelor’s degrees from Oregon Institute of Technology. Students can enroll in one of 34 campus-based bachelor's programs, or opt for remote study across 10 subject areas. Enrollees gain access to a supportive learning environment during their studies.

Bachelor of science in vascular technology participants take foundational and advanced classes, learning the ins and outs of ultrasound technology. Degree-seekers can modify their classes, choose electives, and declare minors and degree concentrations. Learners can receive further guidance through academic advising, career services, and other resources.

Depending on eligibility, students can apply scholarships, fellowships, and other funding towards their educational expenses. The college reports that 78% of all learners receive some form of aid, with the average financial aid award package being $6,424.

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Career Advancement for Ultrasound Technicians

With so many different career paths for ultrasound technicians, it can be difficult to know where to start. However, knowing what a typical career path looks like will help you make a decision about specializations, education and if sonography is the field for you.

An internship at a hospital can help high school students become familiar with the healthcare system and take an interest in sonography.

Get your foot in the door by working as a receptionist at a diagnostic center while attending school.

Earn a bachelor's degree in sonography from an accredited school.

Became a nationally certified ultrasound technician by taking an exam administered by the American Registry of Diagnostic Medical Sonographers (ARDMS).

Begin working as a certified diagnostic medical sonographer at a hospital.

Begin working as a research sonographer after working in the field for 15 years.

Top 3 Ways to Advance Your Medical Sonography Career

Sometimes a sonographer may have an established career, but they feel that it's time for a promotion, pay raise or simply a change of pace. While there are different ways to advance your career, there are three surefire methods to getting the most out your medical sonography career.

1 Pick a Specialty

The first way to advance your sonography career is to pick a specialty. It's no secret that becoming an expert in a certain topic will make you that much more valuable not only to your practice, but to your patients. Picking a specialty is a great way to proactively further your career, whether you've already started your career or you're picking your track in a university program.

• Research specialties while looking for educational programs One easy way to discover which specialty is right for you is by researching the various areas of study at the school or program of your choice. Learn if they offer specialties in cardiovascular sonography, abdominal sonography, neurosonography or OB/GYN sonography. This works two-fold as you will narrow down options for schooling while also learning more about the field and how you would like to succeed within it.
• Find a school that teaches your preferred specialty When researching and applying to schools, be sure to double and triple check that all your schools offer the program of your choice. By taking that simple, but effective step you're ensuring that you won't waste time and money discovering that a program doesn't offer exactly what you need.
• Consider what you're passionate about If you're not quite sure what your best path in sonography is, then consider what causes and diseases you are passionate about. Do you want to help parents see their unborn child? Or help heart disease patients overcome their ailments? In taking the time to learn what interests you, you will choose a specialty that will make you happy in the long run.

2 Further Your Education

It's been said that one should never stop learning, and that is especially true for diagnostic medial sonographers. Whether you're looking to complete a bachelor's degree from an associate degree, or you want to pursue a Ph.D., receiving another degree can open up more job opportunities.

• Establish an educational goal Part of being successful is having a well thought out plan, and that couldn't be more true when it comes to furthering your education in ultrasound technology. The best way to do this is to establish goals. Think about everything from your dream job to application due dates written down in a visible space that will hold you accountable to pursue your dreams.
• Think about your available resources It's no secret. School is expensive, but that doesn't mean that it's out of reach. When picking the right program for you, be sure to consider how much money you can spend each semester in addition to how much time you can give, and use that information to pick the perfect program for you.
• Apply for financial aid The beauty of going back to school is that there are still a multitude of scholarships, grants and loans to help aspiring ultrasound technicians through the process. Many schools offer cost calculators that can give approximations as to how much a semester will cost in addition to offering various resources to help connect to students to financial aid opportunities .

3. Expand Your Role

Another great way for sonographers to advance their career is to expand their role. This means keeping their role as a sonographer while adding on another responsibility at their current practice, such as becoming a nurse in addition to a medical sonographer.

• Reach out to a mentor or supervisor One of the best ways to learn if expanding your role is the right career move for you is to reach out to a mentor or supervisor that can help you learn about the field and the best way to proceed. They can help you with everything from deciding how to expand your role to discovering whether or not it's the right choice for you.
• Learn about certifications for other positions Sometimes expanding your role may require additional certifications. Before deciding that it's the right step for you, be sure to look into what certifications, if any, are needed and what requirements are needed to receive them. For example, medical sonographers that seek to also work as registered nurses will need to pass the NCLEX-RN and become certified.
• Network with those you'd like to learn from One of the greatest boons to any career is networking with purpose. If you are considering expanding your role, reach out to someone who has already done so. They can be an incredible resource in easing the transition should you choose to move forward with expanding your position.

Top 3 Medical Sonography Careers to Advance Into

Some careers are more well-suited for advancement than others, and there are always different benefits and attributes that will make one the most fulfilling choice for someone who'd like to advance. For those wanting to make the professional leap, it's helpful to know exactly what those careers are and how to get there. Read on to learn more about the three best careers for ultrasonographers to advance into.

Managerial Role

Taking on a managerial role is one of the first things ultrasound techs can do when looking to advance in their careers. Not only does it signify that you are capable of handling greater responsibility, but doing so can also launch your ascent up the career ladder. Here are a few tips that can help you get you well on your way to a managerial role:

Be a model employee

For ultrasonographers looking to be promoted to a managerial position, the first thing that you can do to set yourself apart is to perform daily tasks on time, efficiently and passionately. Demonstrating that you love what you do, and doing a good job with every task is an excellent way to standout in a workplace.

When an opportunity comes, take it

A simple, but often overlooked way to expand your personal growth and open new employment options is to be open and accept extra tasks and opportunities. In remaining open to everything that comes your way, you will establish yourself as the go-to and go-getter of the practice.

Don't be afraid to ask for a promotion

If you're looking to move up to a managerial position, but it doesn't seem like anyone has taken notice, it may be time to pitch the idea yourself. When doing this, it's important to have a plan. Know what you're going to say, how you're going to say it, what you want out of your job and how you're being that position will make the organization better as a whole.

Ultrasound Researcher

Becoming an ultrasound researcher is ideal for those who want to take an even more scientific approach to the bigger picture of sonography. Ultrasound researchers work closely with research scientists to learn more about the human body and ways to solve some of the nation's most pressing public health issues.

Pursue a higher degree in sonography

While it's possible to become an ultrasound researcher with a bachelor's degree, it doesn't hurt to get a master's to become more knowledgeable and qualified to conduct research. Doing so will cement an understanding of research practices, and establish the skills necessary to do useful work in the field.

Gain expertise in an ultrasound specialty

As with many things in life, developing an expertise in a sector of sonography such as OB/GYN or neurosonography will make you a more valuable candidate for a position as a researcher. Being an expert gives you the basis of knowledge that will help you conduct meaningful work.

Reach out to other ultrasound researchers

It's always a good idea to reach out to others in the field who had a career trajectory similar to that which you want to take. Doing so will help you learn what the best next steps to take are, how to get where you want to go and the qualities that are desired in ultrasound researchers.

Sonography Educator

Becoming a sonography educator is ideal for those who have attained a master's or doctoral degree in sonography and have a love for both education and sonography. While an excellent option for those who no longer want to work in the field, but still want to remain involved in sonography, there are special steps people can take that will help anyone succeed as a sonography educator.

Earn a Master's of PhD in sonography

Sonography educators are required to have a higher degree of education themselves. This will not only familiarize them with everything they'll need to know to be successful as an educator, but it will also create a bond between themselves and the education process.

Consider skills needed to become an educator

Educators have to have certain qualities and skills beyond just that of sonography. They must be compassionate, willing to work with students to help them achieve their goals and understanding of different learning methods.

Minor in education as an undergraduate

Part of learning if becoming an educator may be the right path for you, is minoring in education as an undergraduate. You can also take a few education classes as a way to familiarize yourself with proper education techniques and give yourself a stronger base in educational skills.

A Closer Look: Ultrasound Technician Salary by State

As with any profession, there are variations in salary between different states. Employment outlook for ultrasound technicians is generally very good. On average, ultrasound technicians across the country make around $68,970, according to the Bureau of Labor Statistics, with an unemployment rate of 1.9 percent. Check out the salary and employment map below to compare salaries state by state.

Source:  U.S. Bureau of Labor Statistics (May 2015)

Side-by-Side: Compare Salaries in Allied Healthcare

Knowing how much other professions make in relation to how much schooling it takes to get there, can be just the thing you need to know in order to decide your next professional and educational steps. The table below gives a comparative breakdown of the salaries in different professions in allied healthcare and typical educational requirements.

Questions to Ask Yourself Before Advancing Your Career

There are several considerations someone should make before advancing in ultrasound technology. These range from looking at the job market to education requirements, and even relocation. Advancing in your sonography career isn't a decision to be taken lightly. The following list of questions to ask yourself is engineered to help you make the best decision for your personal circumstances and needs.

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What is the state of the current job market?

Will you need to relocate, will you need to get a higher degree, what are the overall benefits to advancing your career, what are your motivations, advice from the field: expert tips for career growth, why did you pursue a career as an ultrasound technician, what was the best career advice anyone ever gave you, what are some of the benefits of choosing a career in sonography, why are careers in sonography important, additional career resources for sonography.

The ACR aims to provide a network of professionals dedicated to advancing patient care and radiological innovation.

The AIUM is a professional organization that spans across disciplines, and has over 9000 members nationwide.

The CAAHEP provides programmatic accreditation of health education programs across the United States.

SDMS is a professional organization that has over 28,000 members and aims to promote and educate its members in the science of medical sonography.

SVU is a professional organization aimed at connecting over 4,400 medical sonographers that specialize in vascular ultrasound.

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High School Preparation for Entering an Ultrasound Program

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• Required High School Classes

Sometimes a high school student decides a future career as a Diagnostic Medical Sonographer is the right choice. When that is the case, preparing for admission to a CAAHEP accredited ultrasound program can start while the student is still in high school. Taking classes like math, science and English creates a strong foundation for success in an ultrasound technology program in several ways.

Required Classes in High School for Ultrasound Programs

The entrance requirements for most sonography programs require completing some combination of entry level post-secondary classes in English, math, physical sciences, and anatomy and physiology. A designated minimum grade is also required. The higher the grades earned, the more competitive the student will be during the admissions review process. Taking foundation classes in high school prepares the student to succeed at the college level.

The required college math for sonography program admission is normally algebra. High school algebra teaches the basics of various types of equations and complex numbers and prepares students for taking college level algebra. Sonography students must also learn complex imaging procedures and how to operate sophisticated, computerized ultrasound equipment . High school students should take technology classes to get more comfortable operating computer equipment and using software systems to complete tasks. The higher the computer skills, the easier it will be to learn how to operate the high-tech ultrasound, and other medical, equipment.

Advanced English classes are recommended because sonographers need excellent communication skills. They must discuss the procedure and medical issues with patients and give them instructions during the procedure, document patient histories, make notes about the imaging procedure, and communicate results to the appropriate medical professionals. Other good high school class choices with relevance to the sonography profession include critical thinking and philosophy, which helps student better understand the human condition.

Taking the right courses in high school helps students become more competitive for admission into the desired ultrasound program, and once in, successfully master required sonography classes. The sonography program classes will build on what has been learned to date. Taking high school courses that are related to the post-secondary sonography program is a smart decision for one more reason. It is a way to test aptitude for the material that will be taught in the ultrasound program before making a commitment.

• MTS Diagnostic Medical Sonographer How to Become a Sonographer
• Anesthesia Technician
• Audiologist & SLP
• Cardiovascular Technologist
• Dental Assistant
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• Diagnostic Medical Sonographer
• Dialysis Technician
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• EMT & Paramedic
• Kinesiologist
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• Medical Assistant
• MRI Technologist
• Neurodiagnostic Technologist
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• Physical Therapist Assistant & Aide
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• Nutritionist & Dietitian
• Pathologists' Assistant (PathA)
• Pre-Vet (Veterinarian)
• Biomedical Equipment Technician
• Biomedical Informatics
• Health Informatics
• Health Information Management
• Health Information Technology
• Healthcare Administration
• Medical Billing & Coding
• Nursing Informatics
• Sterile Processing Technician
• Patient-Facing Technology Programs
• Laboratory Technology programs
• Natural & Clinical Lab Science
• Medical IT & Administrative

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Why would someone want to become a sonographer? There are many reasons why this is a desirable career path. For example, the average annual salary is generous at $75,780 ( BLS May 2019)—especially for an occupation that typically requires only an associate degree.

According to the Society of Diagnostic Medical Sonography (SDMS), sonographers enjoy working as an integral member of a larger healthcare team, creating high-tech images to aid physicians and doctors in diagnosing illnesses, and working one-on-one with healthy and seriously ill patients. In short, sonographers are critical in providing a bigger picture perspective of a patient’s health to confirm whether or not further medical care is needed.

Medical sonographers use a variety of tools to create images of specific parts of the body, including organs and tissues, which may include the abdomen, blood vessels, breasts, heart, and female reproductive systems, according to the SDMS. These images can be important in detecting a variety of diseases, including heart and vascular disease, which according to the Centers for Disease Control (CDC) is the leading cause of death in the United States. In fact, the BLS reports that sonography is often the first imaging test that is performed to help diagnose specific diseases.

Some of the technologies sonographers use on the job range from A-Mode ultrasound machines to pulsed-wave Doppler ultrasound units, according to O*NET (2020). They also typically use a small tool called a transducer that is placed upon a patient’s skin in the area to be imaged. The transducer bounces high-frequency sound waves off the area being imaged, allowing a computer to build pictures from there.

However, a sonographer’s job doesn’t stop there. When the images have been obtained or during the process of obtaining them, sonographers need to check images to ensure they are high-quality and focused on the specific areas needed.

Discover what to expect from a career as a sonographer, including how to join this high-growth career.

Sonographer Skills and Responsibilities

There are many traits important to becoming an effective sonographer. According to a May 2019 report from the Bureau of Labor Statistics (BLS), these include:

• Being detail-oriented: Sonographers must be able to complete very exact work to obtain the images they need.
• Having good hand-eye coordination: Sonographers must be able to focus on what they see on the screen, but also be able to move the transducer around on the patient’s body at the same time.
• Having physical stamina: Not only must sonographers be able to help lift and move around people, but sonographers are also often on their feet much of their workday.
• Possessing interpersonal skills: Since sonographers work so closely with patients, sometimes in uncomfortable situations, they must be able to put them at ease, particularly to be able to obtain the precise kinds of images they need.
• Understanding technical equipment: Most of the tools that medical sonographers use are technologically-based—and not just the physical pieces themselves, but also the software and programs that are recording the sound waves being transmitted.

What Kind of Degree Does a Sonographer Need?

There many educational pathways for becoming a sonographer. According to the BLS, both associate degree and bachelor’s degree programs in sonography are available career pathways. There are also some certificate-based programs, and some colleges and hospitals also offer one-year certificate programs, according to the BLS.

Advanced education might be useful to allied health professionals who are interested in entering administration, education, or research or even in becoming sales representatives or consultants. Interestingly, O*NET (2020) profiles three unique education pathways for sonographers:

• 47 percent of respondents working as sonographers reported having an associate degree
• 17 percent of sonographers reported having a bachelor’s education
• 19 percent of sonographers reported having a postsecondary certificate

Students are typically required to complete some type of clinical hours in their program, which gives them the opportunity to test out their newfound skills and knowledge in an actual healthcare setting, often under the supervision of an experienced professional.

Prospective students in the United States are advised to see out an accredited sonography program through the Commission on Accreditation on Allied Health Education Programs (CAAHEP) and students in Canada are advised to research accredited programs listed with the Canadian Medical Association (CMA). The SDMS also recommends that students look for a program that follows the minimum curricular standards set by the American Registry for Diagnostic Medical Sonography (ARDMS), which is a non-for-profit founded in 1975 to ensure patient safety and quality service through its certification process.

Overall, regional and nationally-accredited schools also provide degrees that meet high standards of educational rigor and quality.

Step-by-Step Education Guide to Becoming a Sonographer

As mentioned earlier, there are many different pathways to becoming a sonographer. Below is a the common educational pathways, including a breakdown of three options for popular first steps:

• Step 1a: Earn a certificate (12 to 18 months) . One path to becoming a sonographer is by obtaining a certificate available at the postsecondary level through vocational tech schools or community colleges. For example, Rochester Institute of Technology (RIT) provides an 18-month certificate program. Clinical hours are included in these, which give students the opportunity to rotate through two different clinical sites.
• Step 1b: Earn an associate degree (18 to 24 months) . Most associate degrees take at least two years to complete. Schools such as Bellevue College in Washington may present students with a number of areas for specialization. For example, three specialty tracks are offered at the school: general; vascular technology; and echocardiography. A shorter certificate of completion is also available in breast ultrasound with this CAAHEP-accredited program. Students also fulfill clinical hours in these programs, of which four practicums are required. Summer coursework is also available.
• Step 1c: Earn a bachelor’s degree (four years) . A bachelor’s degree may be right for those who are already working as a registered sonographer and want to advance their career, according to Oregon Tech Online . This regionally-accredited school offers a distance-learning program that is based on students transferring in existing credits toward their degree. To be eligible, students must already be registered diagnostic sonographers through the American Registry for Diagnostic Medical Sonography (ARDMS). While other completion programs may also be available online, students can also find bachelor’s degree programs in sonography available on-campus. For example, at Morehead State University in Kentucky, students can complete a CAAHEP-accredited bachelor’s degree in imaging sciences with a concentration in medical sonography. Clinical practice hours in this program can average 30 to 36 hours per week.
• Step 2: Earn a post-bachelor’s certificate (optional, two years) . A number of post-baccalaureate certificates in medical sonography are available to students who already have a bachelor’s degree. For example, at Seattle University , a regionally-accredited school, students with a bachelor’s degree in a related science can complete a minimum of 44 credits including a clinical internship to earn a post-bachelor’s certificate in diagnostic ultrasound.
• Step 3: Earn a master’s degree (optional, two years) . Students with the highest leadership or managerial ambitions can also pursue a master’s degree, such as the master’s of health science with an option for medical sonography offered at Nova Southeastern University in Fort Lauderdale, Florida. This regionally-accredited program comprises a bachelor’s degree in medical sonography and a master’s degree in health science. The 37-credit program includes an internship, a research methods course, and a practicum.

Sonographer Specialization

Education at or beyond the associate degree level can allow healthcare professionals to pursue niche areas of work in sonography. According to the SDMS, some of these areas of specialization include:

• Abdomen (AB)
• Breast (BR)
• Cardiac (AE)
• Musculoskeletal (MSK)
• Neurosonology (NE)
• Obstetrics/ gynecology (OB)
• Vascular technology (VT)

Some of the specialty exams offered through the ARDMS in certifying fields include fetal echocardiography (FE), pediatric sonography (PS), and pediatric echocardiography (PE). Because a sonographer will see approximately 109,500 patients over the course of a 25-year career, according to the ARDMS, sonographers should take time to consider whether they prefer to work with specific patient populations, such as pediatrics, obstetrics, or another targeted patient population.

Sonographer State Licensing & Professional Certification

After students have completed a sonography program, they can prepare to work toward sonographer certification. There are two main organizations offering certification:

• American Registration of Radiologic Technologists (ARRT)
• American Registry for Diagnostic Medical Sonography (ARDMS)

The ARRT offers two pathways to its certification in sonography: 1) the primary pathway, which includes recently completing a sonography program, and 2) the post-primary pathway for those who are currently certified and registered with the ARRT and are seeking additional credentials. The ARRT has 15 available credentials that cover a variety of medical disciplines such as mammography, bone densitometry, and vascular sonography. Certification is valid for one year and proof of continuing education is required for renewal.

By comparison, the ARDMS offers five different certification credentials, ranging from registered diagnostic medical sonographer (RDMS) to registered vascular technologist (RVT). Different exams are required for each of the various credentials available through ARDMS. The ARDMS recertification program has been paused since January 2020, and while the exact details are currently unknown, the recertification program will not include retaking the initial credentialing examination.

As of 2020, the ARRT requires students to have completed at least an associate degree to be eligible for a certification exam. The ARDMS, which has certified nearly 90,000 professionals, features an interactive tool on its website to allow new applicants to determine their eligibility status.

As for sonographer licensing, states may also have specific requirements. According to the American Society of Echocardiography (ASE), only four states (New Hampshire, New Mexico, North Dakota, and Oregon) have established licensing processes for medical sonographers. Licensing, according to the ASE website, is that process in which legal permission is given to an individual “by a designated governmental authority to engage in an activity” and it can often require national certification.

The ARDMS reports that it expects other states to require licensing processes in the future and that it will stay abreast of these efforts and educate its members with updates through its website and e-newsletters.

Rachel Drummond has contributed insightful articles to MedicalTechnologySchools.com since 2019, where she offers valuable advice and guidance for those pursuing careers in the healthcare field, combining her passion for education with her understanding of the critical role that healthcare professionals play in promoting physical and mental well-being.

Rachel is a writer, educator, and coach from Oregon. She has a master’s degree in education (MEd) and has over 15 years of experience teaching English, public speaking, and mindfulness to international audiences in the United States, Japan, and Spain. She writes about the mind-body benefits of contemplative movement practices like yoga on her blog , inviting people to prioritize their unique version of well-being and empowering everyone to live healthier and more balanced lives.

Related Articles

• Accredited Online Diagnostic Medical Sonography Schools
• Guide to Diagnostic Imaging Careers
• Medical Ultrasound Awareness Month: Interview with an Expert & Advocacy Guide
• Building a Career in Diagnostic Medical Sonography: Interview with Dr. Hamad Ghazle
• Ultrasound Tech Certification - ARDMS, ARRT, CCI
• Top Professors of Sonography

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A.O.S. in Ultrasound Technology Program

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Welcome Message from the Program Director

Hello and welcome. I want to start by saying that Gurnick Academy is a fantastic place to learn echocardiography , and I hope I have the opportunity to start this exciting career path with you. Let me tell you a little about myself:

In June 2019,­­­ I was brought on board to be the Program Director for Ultrasound at the Sacramento Campus and made Program Director of the Echocardiography program in 2023. I have been practicing ultrasound/Echocardiography for over ten years, emphasizing complex ultrasound cases within a teaching hospital (UC Davis). I have prior managerial experience and teaching experience in the clinical setting of UC Davis.

I have two papers published in the Ultrasound Journal of Medicine and published pediatric protocols adopted by all the hospitals in the surrounding areas. Also, my military experience has guided me to run the program more efficiently, allowing for more excellent student and clinical site satisfaction .

I tell you all this to state that if you want the best education made by Sonographers for Sonographers, you have found the right place . We put patient care above all, and the best way we can help our patients is to ensure we are the highest educated echosonographers who can make the correct diagnosis every time.

I welcome you to take the challenge and help change lives forever. My staff and I will work with you every step of the way to ensure you are ready and confident when you graduate to help those who genuinely need it.

Hello, I am Larisa Rud Lein, the Ultrasound Programs Director at the San Jose Campus. I have been an ultrasound technologist since 1991. I worked in the Yale New Haven Health System in Connecticut for over 30 years.

I relocated to the Bay Area in 2019 and joined the Gurnick Academy Family. As the Program Director of the Ultrasound Programs, I am thrilled to contribute towards introducing this program to the next wave of ultrasound technologists .

I have been an ultrasound technologist for over 30 years and specialized in Cardiac Ultrasound. I have loved working with patients individually, and now I am excited about teach the next generation of ultrasound technologists .

Under my leadership, our program is now CAAHEP accredited in Vascular, Abdomen-extended, and OB/GYN . At Gurnick, we strive to teach the most up-to-date techniques and place our students in the best learning environment.

Our staff strives to provide the best learning environment for our students . We hope you choose Gurnick Academy to help you with your career path .

About the A.O.S. in Ultrasound Technology Program

Program Mission

Gurnick Academy of Medical Arts aims to offer quality allied health and nursing programs that integrate professional skills, career-focused education, and hands-on practical experience by empowering students to develop and achieve their personal and career goals.

Minimum Expectations

The program must have the following goal defining minimum expectations: To prepare competent entry-level sonographers in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains for the following concentration(s) it offers:

• Abdominal Sonography–Extended
• Obstetrics and Gynecology Sonography

A.O.S. in Ultrasound Technology Program Goals and Objectives

Obtain, review, and integrate pertinent patient data to facilitate optimum diagnostic results.

Demonstrate critical thinking skills during the performance of sonographic procedures to provide optimum diagnostic services.

Perform sonographic procedures appropriately and accurately, recording all anatomic and physiologic information for interpretation by a physician.

Document and present complete and accurate sonographic findings to the interpreting physician to facilitate patient diagnosis.

Maintain the optimal function of the sonographic equipment.

Assist the physician during invasive ultrasound-guided procedures.

Employ practical communication skills with patients and all healthcare team members.

Provide compassionate patient care and education to promote overall well-being.

Act professionally within recognized ethical and legal standards.

Demonstrate a commitment to lifelong learning.

Upon graduation, students will have demonstrated and completed all clinical and academic competencies required for eligibility to take the American Registry of Diagnostic Medical Sonography ® (ARDMS) ® certification exams in the area(s) of study.

A.O.S. in Ultrasound Technology Program Effectiveness Data

A.o.s. in ultrasound technology program 2022 outcomes, 2022 a.o.s. in ultrasound technology program credential success rate.

Data in the above table is provided as required by CAAHEP .

2022 A.O.S. in Ultrasound Technology Program Job Placement Rate

2022 a.o.s. in ultrasound technology program retention rate, a.o.s. in ultrasound technology program 2021 outcomes, 2021 a.o.s. in ultrasound technology program credential success rate, 2021 a.o.s. in ultrasound technology program job placement rate, 2021 a.o.s. in ultrasound technology program retention rate, a.o.s. in ultrasound technology program 2020 outcomes, 2020 a.o.s. in ultrasound technology program credential success rate, 2020 a.o.s. in ultrasound technology program job placement rate, 2020 a.o.s. in ultrasound technology program retention rate.

JRC DMS A.O.S. in Ultrasound Technology Program Effectiveness Data 2022 San Mateo. The San Mateo Campus officially moved to San Jose in January 2024.   During this data collection, program work was done in San Mateo.

A.O.S. in Ultrasound Technology Program Information, Length, and Schedule

*(96 Approved instruction Weeks)

The program information, length, and schedule may change. Please read the accompanying Addendum for changes and updates. Connect with an admission advisor for details. The Gurnick Academy of Medical Arts Ultrasound Technology program has a library and classrooms with audiovisual teaching aids, textbooks, journals, anatomical charts, models, and e-library resources. The scan laboratory has ultrasound machines and an Ankle-Brachial Index (ABI) machine.

The Ultrasound Technology Program is an Associate of Occupational Science Degree program. The student will receive didactic and clinical education in abdominal sonography, small parts, obstetrics and gynecology, ultrasound physics and instrumentation, musculoskeletal (MSK), pediatric, neonatal, patient care, and vascular sonography. This training will be combined with General Education courses. The Instructor-to-Student ratio is 1:30 during residential lectures, 1:25 during online lectures, 1:10 in the laboratory, and 1:1 during clinical externships.

The program consists of eight (8) 12-week modules. During the program’s first module, students will take General Education courses up to 24 hours per week via online delivery. Students will continue taking General Education courses online for up to 24 hours per week for the first seven (7) weeks of the second program module. The workload consists of on-campus didactic/lab sessions, which include up to six (6) hours per day of instruction for up to three (3) days per week during the last five (5) weeks of the second module.

The subsequent two (2) modules (Modules III and IV or Modules V and VI, depending on the module sequence) consist of on-campus didactic/lab sessions only, including three (3) days per week of up to eight (8) hours per day of didactic instruction. After completing four (4) modules, students are generally expected to participate in clinical rotations two (2) days per week, up to eight (8) hours per day.

Students will continue to attend didactic/lab sessions on-campus three (3) days per week, up to eight (8) hours per day. In the last two (2) modules, students attend clinical rotations only for three to four (3–4) days per week and attend Master Scanning Lab courses once a month on days to be announced on a separate schedule.

The student receives 1,426 didactic and laboratory instruction and 960 clinical education hours, allowing them to apply the lecture topics to practical use. The curriculum provides students with the technical, clinical, and interpersonal skills necessary to succeed in this field. Furthermore, the program prepares students to take their ARDMS examinations.

An Associate of Science Degree in Ultrasound Technology is awarded upon program completion. The expected completion time for this program is 96 weeks, excluding holidays and vacation times. Class times can and may be rescheduled on an alternate day of the week (Sunday through Saturday) to ensure on-time program completion and fulfillment of required program hours.

Master Scanning Labs (MSL) may be scheduled at other campuses as needed and in no particular order.

Voluntary and Prudent Use Statement for Ultrasound Technology

Instruction in the ultrasound training laboratory is made possible by students’ participation, both as the person scanning and the person being scanned (subject). All the exercises are developed to ensure the prudent and safe use of the equipment and the subject. Participation is voluntary. Election not to participate will not affect grades. However, alternate training will need to be arranged.

• Admission Requirements
• Performance Requirements
• Graduation Requirements

Please review the following requirements:  General Admission Requirements for all programs .

Applicants must:

• Attend or view a live or recorded information session.
• Submit original transcripts from the Registrar at an educational institution for applicants requesting credit granting for some/all General Education courses. Copies are not accepted. All coursework must be completed and given a grade of at least a “C.” Anatomy and Physiology I with Laboratory must be completed within the last five (5) years. All credit granting is subject to the approval of the Program Director or Program Coordinator. Please allow seven (7) days for review.
• Complete an admission interview with the Program Director and designees.

Get more Info

Please review the following requirements:  General Performance Requirements for all programs .

Each program has physical and non-physical requirements to ensure our students’ and patients’ safety and welfare. 

A.O.S. in Ultrasound Technology program, students must be in good health and able to:

• Lift over 50 pounds (22.68 kg) and push and pull routinely.
• Hear sufficiently to assess patient needs and communicate verbally with other healthcare providers.
• Have full use of arms, hands, and wrists.
• Possess adequate visual acuity to review sonograms, including color distinctions.
• Stand and walk on your feet 80% of the time.
• Reach at or above shoulder level intermittently for 90% of work time.
• Work compassionately and effectively with sick patients.

A.O.S. in Ultrasound Technology program students must have sufficient strength, motor coordination, and manual dexterity to:

• Transport, move, lift, and transfer patients from a wheelchair or cart to a sonography table or a patient bed.
• Move, adjust, and manipulate various sonographic equipment. This includes mobile sonographic machines’ physical transportation to complete examinations on the patient according to established procedures and speed and accuracy standards.

A.O.S. in Ultrasound Technology program students must also be capable of:

• Handling stressful situations related to technical and procedural standards and patient care situations.
• Providing physical and emotional support to the patient during the sonographic procedures, responding to situations requiring first aid, and providing emergency care to the patient without, or until, the physician arrives.
• Communicating verbally in an effective manner to direct patients during sonographic examinations.
• Visually recognizing anatomy on the CRT screen.
• Reading and interpreting patient charts and requisitions for sonographic examinations.

A.O.S. in Ultrasound Technology program students must have the mental and intellectual capacity to:

• Calculate and select proper technical factors according to the patient’s individual needs and the requirements of the procedure’s standards of speed and accuracy.
• Review and evaluate the recorded images on a CRT and archiving system to identify patient pathology, if present, accurate procedural sequencing, completion of a diagnostic examination, and other appropriate and pertinent technical qualities.

The following requirements must be met for a student to graduate from the A.O.S. in Ultrasound Technology program at Gurnick Academy of Medical Arts:

• The successful completion of all program courses and hours.
• All financial obligations, including tuition and textbook charges, have been met.

A.O.S. in Ultrasound Technology Program Admission Point System

Applicants are deemed qualified on a point system. The highest-ranked (above a minimum) will be offered seats in the program. The top-scoring candidates will be brought in for the interview process. The following point system evaluates each applicant, showing the maximum achievable score.

A.O.S. in Ultrasound Technology Program Outline

Read the  A.O.S. in Ultrasound Technology Program Course Descriptions .

A.O.S. in Ultrasound Technology Program Clinical Training

Gurnick Academy of Medical Arts considers clinical experience one of the essential parts of medical education. Students must be rotated throughout our  affiliated medical facilities  while attending our ultrasound technician school.

Job Outlook and Salary for Diagnostic Medical Sonographers

View the  O*Net Online 29-2032.00 Diagnostic Medical Sonographers  job profile for general information about the profession. Find information about the salary data in California and the major cities near the program’s campuses.

Local Wages for Diagnostic Medical Sonographers in California

• Local Wages for Diagnostic Medical Sonographers in Fresno, CA
• Local Wages for Diagnostic Medical Sonographers in Sacramento–Roseville–Arden-Arcade, CA
• Local Wages for Diagnostic Medical Sonographers in San Francisco-Oakland-Hayward, CA
• Local Wages for Diagnostic Medical Sonographers in San Jose-Sunnyvale-Santa Clara, CA

Gurnick Academy of Medical Arts holds national institutional accreditation by the Accrediting Bureau of Health Education Schools (ABHES). ABHES accreditation does not include continuing education courses.

ABHES Mailing Address : 6116 Executive Blvd., Suite 730 North Bethesda, MD 20852

ABHES Phone :  (301) 291-7550 ABHES Email :  Info ABHES Website : abhes.org

Gurnick Academy of Medical Arts is a private institution approved to operate by the California Bureau for Private Postsecondary Education. Approval to operate means the institution is compliant with the minimum standards in the California Private Postsecondary Education Act (CPPEA) of 2009 (as amended) and Division 7.5 of Title 5 of the California Code of Regulations. CPPEA governs the Bureau for Private Postsecondary Education.

The Office of Student Assistance and Relief is available to support prospective students, current students, or past students of private postsecondary educational institutions in making informed decisions, understanding their rights, and navigating available services and relief options. The office may be reached by calling (888) 370-7589, option #5, or by visiting osar.bppe.ca.gov .

BPPE Mailing Address : 1747 N. Market Blvd., Suite 225 Sacramento, CA 95834

BPPE Phone :  (888) 370-7589 BPPE Email :  General BPPE Website : bppe.ca.gov

The Gurnick Academy of Medical Arts Associate of Occupational Science in Ultrasound Technology Program is accredited by the Commission on Accreditation of Allied Health Education Programs ( https://www.caahep.org ) upon the recommendation of the Joint Review Committee on Education in Diagnostic Medical Sonography (JRC-DMS).

This accreditation is for the Sacramento and San Jose Campuses only .

CAAHEP Mailing Address : 9355 113th St. N, #7709 Seminole, FL 33775

CAAHEP Phone :  (727) 210-2350 CAAHEP Website : caahep.org

Certification for Sonography Professionals

The law does not require ultrasonographers to be registered by the American Registry of Diagnostic Medical Sonographers (ARDMS) to work. However, such credentials may increase hiring chances.

Graduates accepted to the program with an Associate of Science (A.S.) degree in an allied health field directed at human patient care may sit for the ARDMS examination immediately after completing the program under ARDMS prerequisite 1. Meanwhile, those with a Bachelor of Science (B.S.) or Bachelor of Arts (B.A.) degree may sit for the ARDMS examination under prerequisite #a or for the ARRT ® (S) examination.

Fresno Campus Graduates accepted to the program with an associate degree in any field, High School Diploma (HSD), or GED may sit for the ARRT ® (S) examination immediately after completion. Upon obtaining ARRT ® (S) certification, graduates can sit for the ARDMS examination under ARDMS prerequisite 5.

Sacramento and San Jose Campuses Graduates accepted to the program with an associate degree in any field, High School Diploma (HSD), or GED may sit for the R.T. (S) ARRT ® examination immediately after completing the program. Graduates may sit for the ARDMS examination immediately after program completion under ARDMS prerequisite 2.

For more information about the ARDMS registry and examination, please visit www.ardms.org or contact them at the American Registry of Diagnostic Medical Sonographers, 51 Monroe Street, Plaza East One, Rockville, MD 20850; Telephone: (301) 738-8401 ; Toll-Free (800) 541-9754 ; Fax: (301) 738-0312 or (301) 738-0313.

For more information about ARRT ® certification and examination, please visit www.arrt.org or contact them at the American Registry of Radiologic Technologists ® , 1255 Northland Drive, St. Paul, MN 55120; Telephone: (651) 687-0048 .

*Gurnick Academy of Medical Arts has not determined if any programs fulfill the educational requirements for specific professional licensure or certification required for employment outside California unless identified by the program below. It is recommended that students in or planning to relocate to a state apart from where the program’s physical campus is located research any certification or employment requirements for their intended state.

Gurnick Academy of Medical Arts aims to help every student obtain Financial Aid* to attend their chosen program. Gurnick Academy of Medical Arts participates in various federal and state student financial assistance programs.

The financial aid programs are designed to assist students with inadequate financial resources to meet their education’s total cost. Each campus has a Financial Aid Advisor who can help students with any financial aid questions.

For more information, please visit our Financial Aid page .

*for those who qualify

Contact Admissions Department

Student and Graduate Testimonials

Trisha Tolbert

A.O.S. in UT Program

My favorite part of this program has been our clinical rotations. The opportunity to be in the field and work with actual patients has amplified my learning experience.

Our director and instructors spend so much time with us, especially in the lab, ensuring we are as prepared as possible to enter this career.

Frequently Asked Questions

Please choose from the dropdown to review a category of FAQs

You can fill out our  online contact form and a member of our Admissions Team will contact you. Or you can call us at 1-877-GURNICK .

Please connect with the Admissions Team here.

Click on the link for more info about  Admission Requirements .

Please find more info about the  Foreign Transcript and Diploma Evaluations process .

Please click on the link for more  info about start dates and application deadlines .

The Universal Cognitive Aptitude Test (UCAT) is an aptitude test that measures an individual’s aptitude or ability to solve problems. Please click on the link for more info about the  UCAT exam .

There is no minimum nor cut score for  the UCAT exam . Applicants receive points based on scores.

Click on the link for more info about the  UCAT exam .

Yes. Regardless of degree or background, all applicants must pass the entrance exam before  admission into the program .

No. You don’t need to take any prerequisite courses.

Check the Program Length and Schedule section.

Click on the link to learn more about  Accreditation .

Yes, this is a full-time program.

No, we currently do not offer night classes.

View the  Addendum  to learn about breaks during the school year.

Please find more info about Remediation in our  Catalog and Addendum .

More information can be provided by contacting the  Admissions Department .

An externship will be provided for all of our students.

The externships are not paid positions.

For a cost breakdown, please see  the Program Fees section .

Gurnick Academy of Medical Arts participates in various federal and state student financial assistance programs.

Financial Aid  is available for those who qualify.

The A.O.S. in UT program is an  Associate of Science degree program .

Please find more info about Licensure, Certification, and Registry Disclaimer policy in our  Catalog and Addendum .

One of the  Program Goals is to prepare students to pass the ARDMS and RVT certification exams upon graduation. ARDMS test preparation is strongly emphasized throughout the curriculum.

We may  assist with job placements  for all students who complete the program. However, we cannot guarantee employment.

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External Resources for the A.O.S. in Ultrasound Technology Program

• ABHES (Accrediting Bureau of Health Education Schools)
• AIUM (American Institute of Ultrasound Medicine)
• ARDMS ®  (American Registry of Diagnostic Medical Sonography) ®
• BPPE (Bureau of Private Postsecondary Education)
• CAAHEP (Commission of Accreditation of Allied Health Education Programs)
• JRC-DMS (Joint Review Committee on Education in Diagnostic Medical Sonography)
• SDMS (Society of Diagnostic Medical Sonographers)
• SVU (Society of Vascular Ultrasound)

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Diagnostic Medical Sonography Certificate

Saint Joseph’s University’s Diagnostic Medical Sonography Certificate is designed for students with a college degree who want to start a career in the fast-growing field of sonography. During this program, you'll perform a variety of real-life exams and invasive procedures, from obstetrics and gynecology to vascular and trauma.

This 40-credit certificate program can be completed in less than one year. Once you've completed the program, you'll be eligible to take the American Registry for Diagnostic Medical Sonography (ARDMS) examinations in sonographic physics, abdomen and obstetrics/gynecology. 

If you don't have an associate degree or higher and haven’t completed a two-year, post-secondary allied health program, we invite you to explore our Associate Degree in Diagnostic Medical Sonography .

What is Diagnostic Medical Sonography?

Diagnostic medical sonography is a non-invasive medical imaging technique that uses high-frequency sound waves to create real-time images, or sonograms, inside the body. These images help diagnose and monitor various medical conditions, including fetal development during pregnancy, abdominal and pelvic organ evaluation, cardiac and vascular assessments and musculoskeletal imaging. 

Diagnostic medical sonographers operate ultrasound equipment using a handheld transducer to send and receive sound waves, which are then processed by a computer to produce detailed images. This imaging modality is widely employed in healthcare due to its safety, absence of ionizing radiation and versatility in diagnosing and tracking a range of medical issues.

What Sets Our Diagnostic Medical Sonography Certificate Program Apart

Opportunity to Practice Your Scanning Skills in Our Ultrasound Suite Saint Joseph’s is home to the Center for Excellence in Practice , the first and only learning space of its kind in the Lancaster area. This 20,000-square-foot facility is made up of 24 rooms, including an ultrasound suite where you can practice your obstetric scanning skills on live patients. You’ll have the opportunity to work with students from other programs in realistic sonography simulations that mirror real-life healthcare settings.

Diagnostic Medical Sonography Certificate Offered In Person and Online While the certificate program is primarily offered in person to provide hands-on learning, some courses are also offered online. The online courses are designed to meet the knowledge base in the career of sonography. Learn more about online learning at Saint Joseph's .

Small Group Classes Students take clinical courses along with programmatic courses in a small classroom setting, offering 1:1 learning opportunities with faculty.

Guaranteed Clinical Placements in Pennsylvania During the final semester of the program, students embark on their externship, immersing themselves in hands-on clinical experiences and fully embracing the transition into their professional careers as sonographers.

Taught by Experienced Diagnostic Medical Sonography Faculty You'll learn from and work alongside faculty who have a breadth of experience working in diagnostic medical sonography, ranging from abdomen and OB/GYN to vascular imaging. All faculty members are diagnostic medical sonographers who are currently working or held former positions in the field.

Why Study this Program in Pennsylvania?

Pennsylvania is home to top-tier hospitals, diagnostic centers and outpatient facilities seeking ultrasound technologists and diagnostic medical sonographers, including:

• Penn Medicine Lancaster General Health
• WellSpan Good Samaritan Hospital Lebanon
• Penn Medicine Chester County
• Tower Health Phoenixville Hospital
• Mainline Health Paoli Hospital

Program Details

The Abdomen-Extended and Obstetric/Gynecology Diagnostic Medical Sonography Program is accredited by the Commission on Accreditation of Allied Health Education Programs (CAAHEP) upon the recommendation of the Joint Review Committee on Education in Diagnostic Medical Sonography (JRC-DMS) .

CAAHEP 9355 – 113th St. N, #7709 Seminole, FL 33775 727-210-2350

JRC-DMS 6021 University Blvd., Suite 500 Ellicott City, MD 21043 443-973-3251

Saint Joseph's University – Lancaster’s tuition structure includes both  per-credit tuition  and  program-specific fees.

PER-CREDIT TUITION:

The  cost of the Diagnostic Medical Sonography Certificate is $670 per credit  for the 2023-2024 academic year.

PROGRAM-SPECIFIC FEES:

In addition to the per-credit rate,  there are also   program-specific fees for the following courses:

• When a student enrolls in  DMS 224 , they will be responsible for paying a fee totaling  $5,575
• When a student enrolls in  DMS 233 , they will be responsible for paying a fee totaling  $5,575

For a detailed breakdown and additional information, visit our  Tuition & Fees page .

Program Effectiveness Data

View Program Effectiveness Data (PDF)

Total Program Credits: 40

What is the average salary diagnostic medical sonographers can expect to earn.

According to the U.S. Bureau of Labor Statistics , the median annual salary of a diagnostic medical sonographer in 2022 is $78,210.

Admission Information

You can enroll in this certificate with any bachelor’s degree. No medical background or related experience is required. 

The GMAT is not required for Saint Joseph’s University certificates. To learn more about the admission process and required materials or ask any questions, please email the admission office .

• Apply online .
• Submit official college transcripts from all colleges attended.
• Submit a personal statement.
• Submit resume.
• Submit two letters of recommendation.

Visit our admission information page to learn more about admission requirements, key deadlines and how to submit your application.

Applications are reviewed on a rolling basis. New students may enroll in courses during the fall, spring or summer semesters.

Start Terms:

• Fall: August and October
• Spring: January and March
• Summer: May

If you are not a United States citizen, you must show proof of permanent resident visa status. Students educated in another country may be admitted if they:

• Satisfy  general admission requirements
• Earn a minimum of 550 (paper-based), 213 (computer-based) or 79 (internet-based) on the Test of English as Foreign Language (TOEFL) administered by the Educational Testing Service of Princeton, New Jersey

Students from English-speaking countries may choose to take the SAT or ACT as an option to the TOEFL exam. An evaluation of foreign transcripts by the World Education Service or other approved agency is required.

Saint Joseph’s is a military-friendly institution and offers assistance and services to veterans and their dependents who are utilizing educational benefits. Benefits include:

• Chapter 30 Montgomery GI Bill®
• Chapter 31 Vocational Rehabilitation
• Chapter 33 Post 911 GI Bill®
• Chapter 35 Survivors and Dependents Assistance
• Chapter 1606 National Guard or Reserves
• Chapter 1607 National Guard or Reserves (REAP) (*if eligible, must be utilized by November 25, 2019)
• Pennsylvania National Guard Educational Assistance Program (EAP)
• Federal Tuition Assistance (FTA)

Explore Other Degree Programs

Associate degree in diagnostic medical sonography.

Saint Joseph’s University’s Associate Degree in Diagnostic Medical Sonography is designed for students who do not currently hold a college degree. Upon completion of program requirements, you will be eligible to take the American Registry for Diagnostic Medical Sonography (ARDMS) examinations in physics, abdomen and obstetrics/gynecology. 

Vascular Sonography Certificate

Saint Joseph’s University’s Vascular Sonography Certificate is designed for students who hold a degree and want to become an entry-level vascular sonographer or vascular ultrasound technologist. During this program, you will learn how to conduct ultrasounds and vascular exams on veins and arteries throughout the body. 

Cardiac Sonography Certificate

Saint Joseph’s University’s Cardiac Sonography Certificate offers the opportunity to expand your knowledge in the fast-growing field of cardiovascular sonography. Designed for students who hold a college degree, this program also prepares you to sit for exams required to become a registered cardiac sonographer.

Diagnostic Medical Sonographer

Program duration, practicum duration.

• Financial Aid

Accreditation

We pride ourselves on providing exceptional programs to our students across the board, but we’re particularly thrilled to say that our  program has earned the Accreditation Seal for the Diagnostic Medical Sonography program with Accreditation Canada’s EQual program. This prestigious Accreditation with condition confirms that our Diagnostic Medical Sonography program meets rigorous national standards and represents a significant achievement, reflecting the quality of our program’s development, delivery and practical training and, that the program’s evaluation process results in continuous improvement in quality.

DIAGNOSTIC MEDICAL SONOGRAPHER

A Diagnostic Medical Sonographer (DMS) is a highly-skilled medical imaging professional within the allied health sector who utilizes their technical expertise, knowledge of human anatomy and the physical principles of ultrasound to produce diagnostic images of the body.

Sonography is used to evaluate various parts of the body, including the abdomen, pelvis, blood vessels, developing fetus, superficial organs and structures. The quality of the sonographic examination is intrinsically linked to the skill of the sonographer who tailors the examination and interprets the sonographic findings by selectively recording anatomical images and real-time physiological information. The final diagnostic report produced by the physician is inherently reliant on the technical and intellectual skills of the sonographer.

The primary goal of the Diagnostic Medical Sonography program is to provide students with didactic, laboratory, and clinical education/experiences in preparation for a health career as a Diagnostic Medical Sonographer. The graduate will demonstrate competency to meet the Sonography Canada examination requirements, deliver compassionate patient care, and function as an integral member of the health care team with confidence.

Is a Career as a Diagnostic Medical Sonographer Right for You?

Take the “diagnostic medical sonographer career discovery quiz”.

This fun, online quiz takes 4 minutes to complete, and you’ll get a personalized report. Determine your strengths, align your passion and interests with a training program and discover the positions best suited to you. Get your Diagnostic Medical Sonographer Career Discovery Quiz score now!

PROGRAM GOALS

• To prepare competent entry-level general sonographers within the cognitive (knowledge), psychomotor (skills), and affective (behaviour) learning domains
• Educate competent and compassionate sonographers capable of functioning as entry-level sonographers.
• Provide a comprehensive competency-based curriculum
• Prepare the student to think and act independently
• Prepare the student for entry into the ever-changing sonography work environment
• Prepare the student to achieve a satisfactory result on the Sonography Canada exam for Generalist Sonographer
• Provide comprehensive student education to aid in student retention, course, and program completion

WHAT TO EXPECT

The Diagnostic Medical Sonographer (DMS) program can be completed in 86 weeks (5 semesters) , including 32 weeks (1200 hours) of practicum with on-the-job training, offsite with potential employers. It provides you with a foundation of skills and experience, both in classroom learning with industry experts and in the ability to apply that knowledge to real-life, practical activities. Whether new to Canada and looking to expand your experience, trained in healthcare and wanting to specialize, or new to the field and fascinated by where this diploma can take your future, this program is second-to-none.

What you will learn

DMS 100 - Introduction to Sonography This course will focus on introducing students to diagnostic medical sonography and the role of a Sonographer. Coursework will include history of the profession, principles of patient care, professionalism, and clinical functions of a sonographer. Students will also be familiarized with medical terminology, ethical/legal aspects and professional issues relating to registry, accreditation, and professional organizations. A laboratory orientation will facilitate an understanding of didactic and laboratory application.

DMS 101 - Clinical Preparation This course will prepare students to enter the clinical environment of sonography. Theory and practice will include such areas as professionalism, communication, patient assessment, patient care, medical terminology, body mechanics, ergonomics, workplace health and safety, professional ethics and cultural competence. Students will apply theoretical concepts from this course in the lab setting and in other courses.

Prerequisite: DMS 100

DMS 102 - Human Anatomy and Physiology To become proficient in medical imaging, the student must have an excellent understanding of medical terminology, the structure and functions of the human body and relationship of organs to one another. Students will be introduced to fundamental topics of anatomy and physiology such as levels of organization, homeostasis, anatomical terminology, and various systems of the body.

DMS 103 – Cross-Sectional Anatomy This course investigates the cross-sectional anatomy of the abdomen and pelvis. It includes a description of gross sectional anatomy and identification of sonographic appearance of normal anatomy.

DMS 104 - Physics and Instrumentation This course investigates all aspects of the principles of diagnostic medical ultrasound physics and instrumentation. Topics include introduction to ultrasound pulses, ultrasound interaction with matter, pulsed wave instruments, transducers, Doppler, artifacts, quality assurance and bioeffects.

DMS 105 - Abdominal Sonography I This course will focus on applying ultrasound as a diagnostic tool for evaluating the abdomen and all related structures. Coursework will include techniques for proper identification and representation of the normal and abnormal anatomical structures. Emphasis will be placed on the abdominal vascular system, noncardiac chest, liver, gallbladder and biliary system, retroperitoneum, and ultrasound-guided procedures.

Prerequisite: DMS 102

DMS 106 - Sonography Scan Lab I This clinical course introduces ultrasound scanning techniques, scan protocols and procedures in a simulated laboratory setting. Topics of this course include application of ultrasound instrumentation, ergonomics, and exam protocols for the abdomen in preparation for student’s clinical site rotation.

Prerequisites: DMS 101, DMS 102, DMS 103

DMS 201 - Abdominal Sonography II This course is a continuation of Abdomen I and will focus on applying ultrasound as a diagnostic tool for evaluating the abdomen and all related structures. Coursework will include techniques for proper identification and representation of the normal and abnormal anatomical structures. Emphasis will be placed on the pancreas, spleen, great vessels, gastrointestinal tract, abdominal wall, groin, ultrasound-guided procedures, contrast agents, and other ultrasound specialties.

Prerequisite: DMS 105

DMS 203 - Sonography Scan Lab II This clinical course focuses on ultrasound scanning techniques, scan protocols and procedures in a simulated laboratory setting. Topics of this course include application of ultrasound instrumentation, ergonomics, and exam protocols for abdomen and abdominal Doppler.

Prerequisites: DMS 105, DMS 106

DMS 200 - Infection Prevention and Control With the expansion of sonography comes an increase in the potential risk for ultrasound transmitted pathogens. This course focuses on best practices for infection prevention and control in sonography. Coursework will include topics on infection transmission, equipment hygiene, ultrasound related invasive infection and decontamination procedures.

Prerequisite: DMS 106

DMS 202 - Superficial Structures and Vascular Sonography This course will focus on applying ultrasound as a diagnostic tool for the evaluation of superficial structures, extracranial arterial vessels, and peripheral venous systems. Coursework will include techniques for proper identification and representation of the normal and abnormal anatomical structures.

MHF 100 - Mental Health Fundamentals This course will provide students with a practical introduction to the nature, epidemiology, and treatment of mental health disorders. The students will explore common mental illnesses they are likely to encounter in the clinical environment. The student will also be introduced to the mental health continuum model, as well as the myths and stigmas surrounding mental health. Topics will also include various stressors, occupational stress injuries, attributes, and benefits of good mental health.

DMS 300 - First Trimester Screening This course covers the essential aspects of first trimester screening for chromosomal abnormalities and major structural defects. Coursework will include topics on traditional methods of screening for Down Syndrome and new standards of first trimester screening by combining nuchal translucency sonography with maternal serum biochemistry.

Prerequisite: DMS 201

DMS 301 - Obstetric and Gynecologic Sonography This course will focus on applying ultrasound as a diagnostic tool for evaluating the female reproductive system in both the gravid and non-gravid state, along with the stages of fetal development from conception to birth. Coursework will include techniques for proper identification and representation of the normal and abnormal anatomical structures. Emphasis will be placed on the female pelvis from premenopausal through postmenopausal and pregnancy evaluation from fertilization to delivery.

Prerequisites: DMS 201, DMS 203

DMS 302 - Sonography Scan Lab III This clinical course focuses on ultrasound scanning techniques, scan protocols and procedures in a simulated laboratory setting. Topics of this course include sonographer/simulation equipment interaction, application of ultrasound instrumentation, ergonomics, and exam protocols for abdomen, obstetric and gynecological sonography.

Prerequisite: DMS 203

IPC 100 - Interprofessional Communication and Collaboration This course explores and analyzes relational concepts and behaviours in healthcare communication and collaboration. The course will introduce various modes of effective communication and reflective practice to support continuous professional and team development. The students will have an opportunity to refine their skills for effective verbal and nonverbal communication feedback, and conflict resolution.

DMS 400 - Clinical Practicum I This course is a clinical rotation in abdominal, male pelvic, superficial structures and lower extremity venous Doppler ultrasounds. Under direct supervision of preceptors, students will perform, assist, and observe sonographic examinations. Clinical competency will be assessed and documented to record student achievement of sonographic clinical skills. Learners fulfill generalist requirements consistent with Sonography Canada Clinical Skills Assessment Manual (CCSA).

Prerequisite: Students must have successfully completed all program courses.

DMS 500 – Clinical Practicum II This course is a clinical rotation in obstetric and gynecologic ultrasounds. Under direct supervision of preceptors, students will perform, assist, and observe sonographic examinations. Clinical competency will be assessed and documented to record student achievement of sonographic clinical skills. Learners fulfill generalist requirements consistent with Sonography Canada Clinical Skills Assessment Manual (CCSA).

Prerequisite: DMS 400

DMS 600 - Comprehensive Review Reflective practice is used extensively in the course, requiring learners to think about and analyze their practice in order to continuously improve. This course will assist learners in preparing for their national certification exam and will have them complete a professional learning plan.

Prerequisites: DMS 301, DMS 302

GENERAL EDUCATION COURSES

Student Success Strategies This course focuses on strategies for increasing student success in college and life. The course explores methods for choosing and developing effective academic, self-awareness and self-management strategies. Students will learn how to become an integral part of the college community and maximize their learning capacities. They will know how to use college resources and build relationships with fellow students and instructors. The course also emphasizes understanding of human interdependence, diverse cultures, values and perspectives of the college community.

Introduction to Computers This course will provide students with the ability to understand the basic components of the computer, how the operating system works, tips and techniques to search and locate information on the Internet. In addition, students will learn proper keyboarding techniques to improve their speed and accuracy. In addition, this course teaches students how MS Outlook is structured, and how to use the various modules to coordinate communications and collaborations with others.

Employment Success Strategies To enter the competitive business world, students must be ready to present themselves to employers in a professional manner. This involves submission of resumes and cover letters and attending interviews. This course prepares students to write winning resumes and cover letters. It also helps students to develop the interview skills they need for successful performance during the interview process to secure the job.

CPR, First Aid and Safety Training The course is designed to enable the student to recognize and avoid hazards within his/her environment; to intelligently assist in case of accident or illness; to develop skills necessary for immediate and temporary care of a victim. First Aid and CPR Certification will be offered. Students will also be provided training in various safety procedures.

The overall program goals and objectives are aligned with Sonography Canada’s National Competency Profile version 6.1. Sonography Canada requires that students have met exam eligibility requirements from an accredited institution. Anderson College Diagnostic Medical Sonographer program has earned the Accredited with condition status. Sonography Canada’s accreditation and exam eligibility requirements can be found at www.sonographycanada.ca .

American Registry of Diagnostic Medical Sonography (ARDMS) requires that students have met exam eligibility requirements from an accredited institution. Anderson College Diagnostic Medical Sonographer program has earned the Accredited with condition status. – EQual program. ARDMS accreditation and exam eligibility requirements can be found at www.ardms.org .

Sonography is a regulated profession in Ontario under the College of Medical Radiation and Imaging Technologists of Ontario (CMRITO). Sonographers are required to be registered with CMRITO to be able to practice in Ontario. Registration information can be found at www.cmrito.org .

If you have any questions regarding accreditation and exam eligibility, do not hesitate to contact us at [email protected].

ADMISSIONS REQUIREMENTS

• Mathematics
• Minimum one senior science; Chemistry or Biology or Physics (Biology is strongly recommended)
• Post-secondary level courses may be used to satisfy subject prerequisites. Applicants with post-secondary education must provide official transcripts for all secondary and post-secondary institutions attended
• Students completing the English requirement at a high school in a country other than Canada and who have English as a second language, must complete an acceptable English Assessment TOEFL (Graduate Certificate: 580 for the paper-based test or 237 for the computer-based test, or 88+ minimums for the Internet-based test.) or equivalent testing
• Foreign trained individuals must have their credentials assessed by WES or ICES for equivalency

Profession Specific Aptitude Test Applicants will be assessed on their capacity to understand and follow directions. The assessment may include: questions related to reading comprehension, math, science, career awareness, and, reasoning-type questions, or scenarios related to interpersonal interactions.

CASPer Test All applicants must complete the CASPer Test ( https://takecasper.com/ ). Please continue to check the CASPer website for upcoming test dates. CASPer test results are valid for the entire school year in which the test was completed (October to August). You only need to take CASPer once during this time. Note: Last minute bookings are not recommended, register at least three days prior to your preferred test date. There is a fee associated with testing.

NON-ACADEMIC REQUIREMENTS

To participate in the clinical education portion of the Sonography program, the applicant must possess additional non-academic skills. These technical standards are consistent with the duties of an entry-level sonographer in a professional position. The applicant must have the ability to:

• Lift and carry 30 pounds of weight
• Lift and transfer patients to and from wheelchairs, stretchers, beds, and imaging tables
• Move, adjust, and manipulate equipment to perform imaging studies
• Position patients for exams
• Respond appropriately to sounds such as the patient’s voice and movements in a normal conversational volume
• Review and evaluate recorded real-time images to determine the quality of the image, as well as demonstrate visual accuracy in differentiating among subtle shades of grey used in Diagnostic Medical Sonography
• Respond appropriately to equipment signals such as sound and light
• Manipulate the necessary hospital equipment for patient care and patient imaging, such as dials, switches, push buttons, and keyboards
• Stand and perform exams for a prolonged period and work various shifts including on-call
• Communicate fluently in the English language as to function effectively in the program and at clinical sites
• Position a transducer device in a back-and-forth manner while maintaining balance
• Communicate orally and in writing with patients, physicians, and other personnel, clearly and effectively
• Follow verbal and written directions

PRACTICUM REQUIREMENTS

Successful candidates will be informed of the allocation of their practicum placement by the program. There is no guarantee that students will be placed at their desired practicum location. Special considerations of personal circumstances will not be given in regard to assigning practicum placements. Students will be responsible for fees associated with practicum such as entrance requirements, relocation and travel costs. In compliance with the practical agreements with our clinical partners, successful candidates will be requested to provide proof of the following requirements:

• Security clearance – Police Information Check including Vulnerable Sector Check
• N95 respiratory mask fitting
• An up-to-date immunization record including tetanus and diphtheria, polio, measles, mumps, rubella, varicella (chickenpox), Hepatitis B (incl. Hep B titer within the last 24 months) and TB skin test. Sites may require additional vaccines such as influenza and Covid-19
• Current Standard First Aid and CPR Level BLS

During the practicum component of the program, the student must  successfully complete Canadian Clinical Skills Assessment (CCSA) evaluations created by Sonography Canada.

*Diagnostic Medical Sonography (DMS) practicum placements are limited. Students may be sent to any site that is partnered with the Anderson DMS program for the practicum placement which includes approved clinical sites in Ontario or in other provinces. The greater Toronto area (GTA) practicum sites are extremely limited and the majority of DMS students will need to consider relocation outside of the GTA and Ontario to complete their practicum portion.

GRADUATION REQUIREMENT

Students must attain a grade of 70% or better in each course to progress through the program. To qualify for graduation, students must pass all courses with a minimum grade of 70% or better and complete all course requirements including practicum within the prescribed timelines.

TUITION & FEES

Diagnostic Medical Sonographer Program tuition fees (in CAD) for Canadian citizens or Permanent Residents.

Tuition: $30,000

Books (est): $2,000

Compulsory Fees: $9,870

Total: $41,870

WHAT SETS US APART

Beyond our industry-expert instructors, easy-to-use training materials and a hands-on learning environment for you to experience what it feels like to work in a healthcare facility – what sets us apart, is a community of support, sharing your interests and goals for creating a life-changing career path, one that will become like a family as you navigate your way to success.

The Diagnostic Medical Sonography program was granted a two-year Accreditation with condition status in 2023, through EQual – Accreditation Canada . Students must graduate from an accredited educational program to qualify to complete the  Sonography Canada  credentialing examinations and register with the  College of Medical Radiation and Imaging Technologists of Ontario (CMRITO) to be eligible to work in Ontario.

FROM CLASSROOM TO LIFE

• Gain real-time knowledge and best-practices onsite from our industry-expert instructors and offsite through practicum with healthcare employers
• Work with state-of-the-art equipment and the latest in ultrasound technology
• Learn with your fellow classmates, through materials and practice, how to provide exceptional patient support and be part of a professional team

INTERESTED IN APPLYING?

Your first step is to send us your enquiry using of the forms on our website. Also please refer to the ENTRANCE REQUIREMENT section above. Once you’ve submitted your enquiry, you will be contacted by our registrar team, and a phone call appointment will be arranged. For further details and information, you are encouraged to register into the next Virtual Open House by clicking the button below.

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It all started with a visit to Anderson College! … I was enrolled and now I’m a proud, certified Personal Support Worker. … I was blessed to have great tutors, vibrant classmates from different backgrounds and an environment to conducive to learning success. My PSW instructor … was very caring and always willing to offer professional advice. The value of the college isn’t simply in the education, it is in the variety of programs offered and building a social network that allows you to succeed in life. So, whenever you are ready for a life-changing career, just follow the path that leads to Anderson College.

Faculty, Healthcare

John began his diagnostic imaging profession at Toronto General Hospital almost 30 years ago and with the ebbs and flows of time, he rapidly changed roles from sonographer to charge technologist to manager. After Toronto General Hospital, John spent valuable time at Mount Sinai Hospital innovating and co-founding the Centre of Excellence in Obstetrical Ultrasound contributing to teachings, conferences, presentations, and publications. He was immensely involved with the Fetal Medicine Foundation of Canada’s first-trimester screening program. John had the privilege of working closely alongside perinatologists, geneticists, and radiologists to provide excellence in Imaging during his career path. John was a diagnostic imaging manager at Trillium Health Partners before joining Anderson College, where he played a crucial part in overseeing breast imaging, vascular lab, and ultrasound. He has happy memories of his time spent in healthcare administration, and he is now starting a new journey with Anderson College by imparting the information, abilities, and expertise he gained through his time working in the field of medical imaging. John loves seeing family/friends, cycling, cooking, and travelling outside of work.

Leonardo F., BSc, MA

“I enjoy being part of a Sonography student’s journey [and] seeing them from when they are learning to hold the transducer, to becoming a registered sonographer and working in various aspects of the field. You have chosen a great and rewarding profession and this program was created to help you prepare and [become] competent.” Leonardo has been in the ultrasound field for more than 20 years as a sonographer, professor, entrepreneur, and lecturer. He graduated in 1997 from The Michener Institute of Education and has worked as a full-time sonographer and clinical instructor at Toronto General, Toronto Western and Mount Sinai Hospital (University Health Network). Leonardo has also worked in general and vascular clinics in Toronto. 10 years of his teaching experience comes from working in the ultrasound faculty at The Michener Institute of Education. Leonardo has a master’s degree in education from Central Michigan University and he has published two articles in medical journals Leonardo is the founder and owner of Aprende Canada, where he offers continuing education to ultrasound professionals in sonography.

Zani D., BSc., MRT(R), DMS

"I'm excited to be part of the Anderson College Ultrasound faculty team and am looking forward to providing my insight and experiences in the upcoming courses I will be involved in." Zani Dhalla earned her Bachelor of Science at the University of Toronto in 1991, her MRT (R) at The Michener Institute for Applied Health Sciences in 1993 and her Ultrasound designation at the Mohawk-McMaster Institute for Applied Health Sciences in 1994. Zani has worked in both the hospital health care environment as well as managed Independent Health Facilities within the Diagnostic Imaging sector. In 1999, Zani became an Ultrasound faculty member at The Michener Institute for Applied Sciences.  She was with TMI full-time until 2004 and was actively involved in the Full-Time, Part-Time and Distance education programs.  Zani is currently a Facility Director at an Independent Health Facility, in Richmond Hill, which incorporates all Diagnostic Imaging modalities and is RIS and PACS equipped.  Zani has been affiliated with the CPSO since 1999, as an IHF assessor, conducting assessments at Independent Health Facilities located throughout Ontario.  As of 2016, Zani took on the Lead DI assessor role with the CPSO as well as became an assessor for the Canadian clinical skills assessment testing for Sonography Canada. Zani is currently the DMS professional member on council at the CMRITO since June 2019.

Jennifer M., BSc., CRGS

"I am excited to start this new chapter of my career and I look forward to sharing my knowledge and expertise with all of you!" I have over 18 years of experience in the field of ultrasound, having obtained my diploma from the Mohawk/McMaster Institute of Applied Health Sciences in 2003. I also hold a Bachelor of Science degree from Wilfrid Laurier University. I currently work at a busy community hospital in the GTA where we do a variety of exam types, encountering many different pathologies. In addition to general imaging, our centre has specialized departments for High-Risk Obstetrical ultrasound and Breast Imaging.  

Salima H. S., BScl, CRGS, DMS

"I am eager to offer my academic insights, skills and general life knowledge to my students through high-quality instruction. I believe hard work, dedication and embracing every opportunity/challenge will provide a solid foundation for a career that can be both rewarding and magical." Salima has over 20 years of experience in the field of ultrasound in clinical, hospital and commercial settings. Currently, she is working at Trillium Health Partners as a general sonographer. She holds a Bachelor of Science degree from Western University in Biology and Environmental Science. Salima earned her ultrasound designation from the joint Mohawk College and McMaster University program. Salima is certified by The Fetal Medicine Foundation to perform nuchal translucency exams. Salima is an active member of the College of Medical Radiation and Imaging Technologists of Ontario, Sonography Canada, and the American Registry of Diagnostic Medical Sonographers.

Johnny C., BSc, MSc

"I am passionate about teaching and education. I look forward to sharing with you all the adventures and experiences I had, all the places that Sonography has taken me in my career!" Johnny is a registered diagnostic medical sonographer since 2013, having had the amazing opportunities to travel and work in sonography within Canada and USA. His clinical experience includes working at high-risk maternal-fetal medicine, teaching and tertiary hospitals, community hospitals, independent health facilities and research academic centres. Johnny graduated from McMaster University with a Bachelor of Science in Medical Radiation Sciences and a Master of Science, where he conducted sonography research in exercise and cardiovascular physiology. Johnny published his journal article in Artery Research and Physiological Reports.

Anand R., MSc

“When facing a mountain, always try to take a few small steps at a time, and eventually you will cross the mountain. Learning is a lifelong process, and the more you learn, the more you will want to know (in any subject field).” Anand has over 25 years of experience in medical ultrasound in a variety of clinical environments including high-risk obstetrics, emergency room imaging and clinical research. He has experience in a wide range of clinical applications such as obstetrics, gynecologic, abdominal, musculoskeletal, vascular, breast, contrast, elastography, neonatal head scans and infant hip sonography. He has an additional 6-year experience in x-ray-based imaging, including computerized tomography. His management experience includes successfully leading the ultrasound department in Ayrshire, Scotland and Arran, Scotland. He is currently an instructor at Anderson College in Toronto where he developed and currently delivers the Physics of Ultrasound course.

Patricia C., HBSc

“Patricia looks forward to sharing her experience, skills, and knowledge with our future sonographers.” Patricia is a registered diagnostic medical sonographer with work experience in both hospital and clinical settings. She is a clinical educator in the areas of gynaecology and obstetrics. Patricia graduated from the Ultrasound program at The Michener Institute of Education. She further advanced her career by studying Vascular Technology through the Burwin Institute of Diagnostic Medical Ultrasound and obtained her vascular accreditation through the American Registry for Diagnostic Medical Sonography. She is a certified sonographer with The Fetal Medicine Foundation and can perform nuchal translucency measurements for the enhanced first-trimester screening (eFTS) exams. Patricia co-developed and is faculty for the ultrasound bridging program for The Michener Institute of Education. She is also a clinical assessor for Sonography Canada’s Canadian Clinical Skills Assessment (CCSAtm).

Chantal N., BSc, MSc

“I enjoy inspiring and facilitating the learning of others. It’s so fulfilling to see students master the concepts you have taught them. I am eager to share my knowledge and skills in the diagnostic medical sonographer program at Anderson College.” Chantal’s interest in health sciences, specifically diagnostic imaging inspired her educational endeavours. She received her bachelor’s degree in biology from the University of Toronto and completed the Ultrasound program and Radiological Technology: the University of Toronto Joint program at The Michener Institute of Education. Since 2001, Chantal has practised sonography in both clinic and hospital environments. Her desire to further her knowledge led her to obtain a master’s degree in ultrasound from Charles Sturt University in Australia in 2007. For more than 10 years, Chantal had the privilege of teaching sonography to learners in various settings. As a clinical educator for both The Michener Institute of Education and Medical Radiation Science at McMaster University and Mohawk College program, she facilitated the learning of sonography students in a busy hospital environment.

Denise (Chih-Fang) S., HBSc

“I am excited to share the knowledge and experience I have in ultrasound with all the students so that they may also share my passion for the profession.” Denise has over 8 years of experience in the field of ultrasound. She is an active member of both the College of Medical Radiation and Imaging Technologists of Ontario and Sonography Canada. Working in a busy hospital environment, she has obtained a wealth of experience performing general and specialized ultrasound exams. Denise received her diploma in ultrasound from The Michener Institute of Education. She also holds an Honour Bachelor of Science degree from the University of Waterloo.

“I hope you find your passion in sonography the way I have discovered in the last decade!” Amy is enthusiastic about adult education, patient care optimization, organizational development/effectiveness, workflow management, and outcome analysis in the clinical setting. She has been a frontline diagnostic medical sonographer at a teaching and trauma hospital for the last 7 years. Before this, she spent 3 years working at community hospitals, clinics, and fertility centres. Amy has published multiple case reports in the Canadian Journal of Medical Sonography. Her involvement in the sonography community enables her to connect diagnostic medical sonographer students to the top healthcare facilities for their clinical placements.

“I am a strong advocate of life-long learning. I believe that teaching is not unidirectional but multi-directional. I encourage students to bring their personal experiences to enrich the learning and teaching experience." Kathy has been a registered Canadian diagnostic medical sonographer for more than 10 years. With a strong passion for teaching and learning, she completed her Master of Education where she focused on using digital technology to facilitate teaching and completed a mental health first aid course to support people who may be experiencing a decline in their mental well-being or a mental health crisis. She has also held the ultrasound lead position for resident doctors at a teaching hospital. Kathy’s extensive knowledge and expertise provide students with the instruction and mentorship required to excel in their chosen careers.

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Ultrasound Technician Training: How to Become an Ultrasound Tech

• Career Overview
• Steps to Become
• Education Options
• Licensure and Certification

Are you ready to earn your online nursing degree?

How Long to Become 1-2 years

Degree Required Certificate or Associate

Job Outlook 14% growth from 2020-2030

An ultrasound technician, also known as a medical sonographer, is a career for someone seeking a healthcare job that combines technology, science, and service.

An ultrasound technician is one of the fastest-growing career paths in the United States. The U.S. Bureau of Labor Statistics (BLS), projects job growth to increase by 14% from 2020 to 2030. This accounts to over 12,000 job openings because of the increase in demand for imaging technologists.

Continue reading to discover how to become an ultrasound technician, what they do, and the difference between sonography certifications and licensure.

What Is an Ultrasound Technician?

An ultrasound scan, also referred to as sonography, uses sound waves to create pictures of the inside of the body. Ultrasound technicians create images of blood vessels, organs, and other body structures.

Diagnosticians use the produced sound images to diagnose medical disorders and decipher the best medical treatment.

Although the terms ultrasound technologist and sonographer are often used interchangeably, there is a difference. Primarily, a sonographer needs to complete additional training,

Ultrasound technicians must be detail-oriented and possess a high skill level to operate the ultrasound equipment effectively. Ultrasound technicians prepare patients for the procedure, perform patient teaching, operate imaging machines, and assess the images to ensure they are accurate and of high quality.

They also interact with healthcare providers via phone or email to consult on how to capture images of specific organs or body tissues.

Certified ultrasound technicians often specialize in various areas of practice, such as:

• Pediatric echocardiography
• Neurosonology (taking images of the brain & nervous system to help diagnose conditions, such as aneurysms or strokes).
• Gynecology & obstetrics (monitor the growth of the fetus during pregnancy to screen for abnormalities).
• Diagnostic cardiovascular sonography (need an associate or bachelor’s degree)
• Abdominal sonography (often required to have an associate degree)
• Musculoskeletal sonography (often work in hospital emergency departments or urgent care centers, taking images to diagnose broken bones or muscle tears).

Note, some specialties require medical degrees. Learn more about ultrasound technology specialties .

Steps to Becoming an Ultrasound Technician

Earn your high school diploma or ged certificate.

If you did not graduate from high school, you can take the GED high school equivalency test at a local official testing center, or earn a high school diploma by taking classes through your local school district or a community college.

Earn a Degree From an Accredited Sonography Training Program

The Commission on Accreditation of Allied Health Education Programs (CAAHEP) evaluates health sciences education programs to ensure quality standards. Graduating from an accredited program ensures students enroll in a quality program. Accreditation also guarantees credits earned can transfer to other schools.

Gain Experience as an Ultrasound Technician

The American Registry for Diagnostic Medical Sonography (ARDMS) certifies ultrasound technicians. Their website not only provides certification information, but offers current news about ultrasound technology.

The ARDMS website also has a career center. New ultrasound technicians can use it for resources to gain experience in the field. They can also gain ultrasound experience by participating in internships or working at entry-level jobs under the mentorship of an experienced technician.

Consider Becoming a Certified Ultrasound Technician

A specialty board certification validates an ultrasound tech’s knowledge and experience. Becoming a certified ultrasound technician may be optional, depending on your state’s legislation.

But even in geographic areas that do not require licensure or certification, you may opt for certification to get an edge in the job market. Many employers require certification. Ultrasound technicians can become certified through the ARDMS.

Ultrasound Technician Education

Ultrasound technician training may take one year to complete. Some programs can involve 24 – 30 months of coursework and practicums. An associate degree is the most common path to work as an ultrasound technician.

An associate degree in sonography, from an institution accredited by The CAAHEP, prepares students to sit for the certification exam.

Some states require licensing; this may involve completing a two-year associate degree. Check with your state of residence before enrolling in an educational program.

Certificate in Sonography

An ultrasound certification program is best suited either for someone starting out in the field who wants the quickest path to a job, or someone with an existing medical degree wanting to work as a specialty sonographer (in a field such as a cardiac sonography or echocardiography).

Admission Requirements

The fast-track program requires a high school diploma or GED certificate. Students must be at least 18. Most programs require some college prerequisite courses. Prerequisites for certification depend on the specialty. Learn more about specific specialty prerequisites.

Program Curriculum

Coursework focuses on OB/GYN and abdominal sonography, and practicums offer an opportunity for hands-on experience in a clinical environment.

Time to Complete

12 – 30 months (depending on the type of certification)

Skills Learned

The proper use of the technical ultrasound equipment and how to perform abdominal, gynecological/OB ultrasounds

Associate Degree in Sonography

The most common path for ultrasound technician training is an associate degree in diagnostic medical sonography. This degree prepares students for entry-level positions and certification.

An associate degree program educates students on how to successfully image the patient’s organs and other body parts for diagnosis, pregnancy monitoring, and other medical needs.

Must be at least 18, have a GED certificate or high school diploma, and pass required placement tests such as the ACT or SAT test.

Anatomy & physiology, sonography physics, abdominal sonography, OB/GYN sonography, vascular imaging, clinical practicums

Utilization of medical technology for sonography, how to perform complete diagnostic sonographic exams, communication skills to provide patient care and education

Bachelor’s Degree in Sonography

The role of sonographer does not require a bachelor’s degree. A bachelor’s degree is, however, the best path for pursuing leadership or managerial roles in the sonography field.

A bachelor of science in diagnostic medical sonography requires 1680 hours of clinical practicums, performing 1,200 sonography exams.

Completion of pre-clinical course requirements, a minimum cumulative GPA of 3.0 for transfer credits, and at least 100 hours documented patient care as a certified nursing assistant (CNA), a CNA certification to work in practicums, a personal essay, minimum score on placement tests (ACT or SAT), professional references, and a minimum of eight hours of job shadowing.

Anatomy & physiology, medical terminology, physics, biology, pathophysiology, medical law and ethics.

Producing ultrasound images of internal organs, proficiency in technology used for each type of ultrasound, the use of electrocardiogram (EKG) equipment for cardiovascular ultrasounds, how to create an initial interpretation before a diagnostician plans a conclusion on the ultrasound image.

Ultrasound Technician Licensure and Certification

The benefits of certification for ultrasound technician include a potentially higher rate of pay and a significant advantage in the job market. Many employers will not hire sonographers without certification.

There are various certification courses available for ultrasound technicians. Some are entry-level courses that provide students with the basic skills to work in the field. Others are concentrated in specific areas, and are for medical professionals who already have a medical degree (such as nurses).

Most states require certification to work as a sonographer (ultrasound technician). Institutions that provide certification include the American Registry for Diagnostic Medical Sonography (ARDMS) and the American Registry of Radiologic Technologists (ARRT). The prerequisites to enroll in the program vary depending on the type of certification.

Applicants must pass two exams, including the Sonography Principles & Instrumentation (SPI) examination, and at least one specialty examination. First-time applicants must select an area of practice/prerequisite, such as AB (abdomen), AE (adult echocardiography), BR (breast), and others.

Four U.S. states mandate licensure. Each has its own requirements, and each administers their own licensing exam. States that require licensing include:

• North Dakota
• New Hampshire

Working as a Ultrasound Technician

Ultrasound technicians can work in a variety of settings, including:

• Medical and diagnostic laboratories (e.g., cardiac catheter lab)
• Ambulatory care centers
• Physician’s offices

According to the BLS , the job outlook has an expected growth of 14% from 2020 to 2030. August 2022 Payscale data reports the average salary range for sonographers is $33 /hour, with a range of $35 to $42 /hour depending on specialty type, experience, and geographic location.

There are online sources with job postings for entry-level ultrasound technicians such as the Society of Diagnostic Medical Sonographers featured jobs page .

Frequently Asked Questions About Becoming an Ultrasound Technician

How many years does it take to become an ultrasound technician.

It takes 1 – 4 years to become an ultrasound technician, depending on the type of degree/program.

What is the quickest way to become an ultrasound technician?

The fastest path to an ultrasound technician is a one-year certification course.

How hard is it to become an ultrasound technician?

To be successful as an ultrasound technician, you must be tech savvy and take some challenging courses, such as physics and anatomy & physiology. Consult with a program expert to get the facts before you start your journey.

Do ultrasound technicians get paid well?

Ultrasound technicians are well compensated. According to August 2022 Payscale data , the average salary range is between $35 to $42 /hour depending on specialty type, experience, and geographic location.

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Diagnostic Medical Sonography

Credit credentials

A credit credential includes courses with post-secondary credit applied.

These credits will be used towards your specific program and may be accepted towards a credential at SAIT or a different post-secondary institution.

The credit credentials include a bachelor's degree, applied degree, diploma, certificate and post-diploma certificate.

Bachelor Degree

SAIT has bachelor's degree programs in business, construction, and hospitality and tourism management.

Bachelor's degrees are generally four-year programs, but you have up to 10 academic years to complete your courses.

Applied Degree

SAIT's full-time applied degree programs involve one year of study through classes and lab work followed by one year of directed studies in a workplace setting. This builds on the completion of a recognized two-year diploma, which you must have to be admitted to an applied degree program.

You then have seven academic years to finish your applied degree, starting from the day you begin the first course in that program.

At SAIT, over 40 full-time diploma programs cover a broad range of areas, from aircraft maintenance to travel and tourism.

Most diploma programs are completed in two years, though you can take up to seven academic years to complete the requirements.

Certificate

SAIT has several certificate programs in the sciences, health and trades.

These programs provide the essential skills to start a career but are shorter in length than SAIT's diploma programs - usually a year or less. However, you have up to five years to complete your program.

Post-Diploma Certificate

These programs build on skills developed through a diploma or degree program and combine classroom instruction with a workplace practicum.

They are often completed in a year or less.

Journeyperson

A certified journeyperson is recognized as a qualified and skilled person in a trade and is entitled to the wages and benefits associated with that trade. You must complete all apprenticeship periods and pass the exams to earn a journeyperson designation.

Non-credit credentials

A non-credit credential comprises courses and programs designed for professional or personal development.

Because these do not have post-secondary credits attached, they cannot be used towards any of the credentials above. We also cannot guarantee an external institute will accept these courses or credentials for transfer credit.

SAIT's non-credit certificates of achievement and completion are offered through Continuing Education and Professional Studies .

Certificate of Achievement

Certificates of achievement recognize the completion of a program that includes a formal evaluation of performance and a minimum of 144 (required and elective) course hours.

Certificates of achievement typically develop broader, complex skill sets. As of July 1, 2022, you have up to three years to complete the certificate. If you began these programs before July 1, 2022, you still have five calendar years to complete the program from when you began the first course.

Certificate of Completion

Certificates of completion recognize the completion of a program that includes a formal evaluation of performance and a minimum of 30 to a maximum of 143 course hours.

These certificates are shorter in duration than certificates of achievement and offer a focused education program. As of July 1, 2022, you have up to three years to complete the certificate. If you began before July 1, 2022, you will have five calendar years to complete the program from when you began the first course.

Professional Certificate

Program certificates recognize completion of a program that includes the formal evaluation of performance, and that is a minimum of one year in length.

These certificates have program-specific admission requirements.

Micro-credential

A micro-credential recognizes the completion of a non-credit course that includes a formal performance evaluation and verifies you have demonstrated specific competencies.

Micro-credentials focus on the mastery of specific skills. You receive a digital, shareable badge upon completing a SAIT micro-credential (SAITMicro).

Program length

Estimated program length if you study full-time (nine or more credits per semester.) Actual program length will vary based on the number of courses you are registered in and successfully complete per semester.

You must complete your credential within the timeframes listed below:

• Applied degree: up to seven academic years to complete all courses.
• Diploma: up to seven academic years to complete all courses.
• Certificates: up to five academic years to complete all courses.

The location (also known as delivery mode) is where your classes will take place. For programs with multiple locations, some delivery options may not be offered in every intake or semester.

You'll take all your classes in person on the specified campus.

You'll take all your classes online.

You'll take some classes in person at the specified campus and others online.

This program accepts international applicants and meets the eligibility criteria for the Post-Graduation Work Permit program as long as the student is enrolled in the on-campus delivery mode or completes more than 50% of the courses on campus (for the blended option).

International students attending all classes online will NOT be eligible for a Post-Graduate Work Permit. International students are responsible for maintaining their eligibility throughout their studies.

This program is available to international applicants , however, program availability may be limited. This program does not meet the eligibility criteria for the Post-Graduation Work Permit program.

This program only accepts international applicants if taken as part of a program bundle - two programs taken consecutively. Find available bundles that include this program under specialized intakes in the program overview.

If you complete both programs in the bundle, you will be eligible for a post-graduation work permit for up to three years.

Find available international program bundles and details .

This program does not accept international applicants at this time.

On this page:

Mandatory requirements.

Applicants for this program are required to complete the School of Health and Public Safety entrance testing process  as an admission requirement for this program by the set deadlines. Review admission requirements for more details.

The Diagnostic Medical Sonography program provides comprehensive knowledge and practice in ultrasound technology, a critical component of modern healthcare diagnostics.

It will equip you with the technical expertise and interpersonal skills necessary to assess and evaluate body organs and structures, which will assist physicians in the medical diagnosis and ongoing health management of patients.  

In this program, you will:  

• learn the science behind high-frequency sound waves and their application in sonography and the instrumentation that produces ultrasound images 
• assess and image fetal and gynecologic structures 
• assess and image the intricacies of the heart 
• assess and image the abdominal cavity, focusing on organs such as the liver, kidneys and pancreas 
• assess and image the body’s circulatory system (arteries and veins) 
• assess and image superficial tissues, including the thyroid gland and breast tissue 
• develop skills to provide quality patient care, from bedside manner to handling sensitive situations 
• get an in-depth understanding of the human body’s structure and function to enhance imaging 
• learn to participate in medical research and maintain high standards of quality control in imaging 
• master the performance of a variety of ultrasound scanning procedures with precision and care. 

You will get hands-on training and practical learning experiences in labs and clinical settings. Upon graduation, you will be prepared for a fulfilling career in diagnostic medical sonography in hospitals and community clinics. 

You will gain experience in sonography theory and techniques within clinical practice in patient care teams, enhancing collaborative skills vital in healthcare. 

If you seek a career combining technology with direct patient care, are detail-oriented, enjoy working with advanced technology, and have strong communication skills, this program will prepare you to enter the workforce as a diagnostic medical sonographer, making a difference in the lives of patients every day. 

Traits, skills and aptitudes

Those in diagnostic medical sonography tend to be objective, methodical and innovative. 

You need:  

• good health and upper body and shoulder strength 
• physical dexterity to be able to use your hand, wrist, and arm for prolonged periods
• strong hand-eye coordination 
• communication and observation skills 
• the ability to visualize in three dimensions 
• extensive knowledge of anatomy and physiology 
• to be comfortable with human blood and tissue
• attention to detail 
• critical thinking skills 
• perseverance  
• the ability to handle unpleasant situations and work under pressure 
• teamwork skills 
• to adhere to a high standard of medical ethics at all times.

You should enjoy working with all types of people, using technical equipment and compiling information. 

As a diagnostic medical sonographer, you may work in environments where a considerable amount of time is spent standing or sitting while performing tasks that may be repetitive. In this profession, you should observe safety precautions and ergonomics to reduce the risk of exposure and injury. Individuals with previous chronic or repetitive strain injuries have experienced re-injury or aggravation of these conditions in this program or as a sonographer.

All medical personnel should be comfortable assessing injuries, performing patient care procedures which may be sensitive, and wearing personal protective equipment (PPE) for extended periods. This includes exposure to latex and other disinfectant materials. 

You are strongly encouraged to refer to the  ALIS website for career, learning, and employment information for diagnostic medical sonographers  to ensure you can successfully meet the occupational requirements for the program and profession.

Academic path

The opportunity to advance your education by transferring into this program or gain credit for previous postsecondary courses may be available.

There may also be opportunities to further your education once you graduate.

Learn more about  program and institution transfer options .

Practicum, co-op and work integrated learning

You will complete three clinical practicums and rotate through different clinical settings to achieve specific identified clinical objectives. 

You will be assigned practicum placements with consideration given to your preference of location. However, due to limited availability in Calgary, it might be necessary for you to travel or relocate outside the city.

Special considerations will not be accommodated. You will be responsible for covering the associated fees of the practicum, including entrance requirements, relocation, and travel costs.

In compliance with the practica agreements with our clinical partners, you will be required to provide specific documentation before you can participate in your practicum.   Find out what requirements you need for this program.  

Specialized intakes

Some seats in this program are reserved for applicants currently residing in Saskatchewan to help meet the healthcare needs of that province.

Learn more about our   interprovincial health training agreements .

Accreditations, designations and certifications

Graduates of this program are eligible to write the Sonography Canada registry exams in:

• Core (Physics), and
• Generalist, and
• Adult Echocardiography or Vascular, depending on the practicum pathway you completed within the program. 

In addition, graduates are eligible to write the American Registry of Diagnostic Medical Sonography exams. 

The Diagnostic Medical Sonography program delivered by SAIT is accredited by Accreditation Canada.

Our program administrators work closely with our Diagnostic Imaging Advisory Committee to ensure our curriculum continues to meet or exceed provincial and national accreditation standards. 

Credentials

Upon successful completion of this program, you’ll be awarded a SAIT Diagnostic Medical Sonography diploma.

Careers and opportunities

Each year, SAIT conducts a survey between February and April to determine the employment rate, salary and satisfaction of our newest SAIT alumni. 

Find out more about our graduate employment statistics >

Our graduates may work in the following occupations. Some careers require additional experience and education.

Associated National Occupational Classification (NOC) codes: 32121, 32122, 32124, 32129, 33103.

Career counselling and support

Unsure which career path is for you? SAIT offers career planning services to help you decide your future.

You can also get started by taking our online career finder quiz , which can help you narrow down your search based on your current skills and interests.

Finally, you can also head to Alberta alis for various tools and resources, including additional quizzes and labour market information to help you narrow down a career path.

The Diagnostic Medical Sonography diploma requires 79.5 credits (27 courses) to complete.

The program spans 26 months, with seven semesters.

View classes by semester

Suggested schedule of study

Semester 1 - fall, semester 2 - winter, semester 3 - spring, second year, semester 4 - fall, semester 5 - winter, semester 6 - spring, semester 7 - fall, required courses, progression.

Students must attain a PGPA and/or a CGPA of 2.0 or better in each semester and pass the necessary prerequisite courses to progress through the program. To qualify for graduation, students must pass all courses, attain a CGPA of 2.0 or better and complete course requirements within the prescribed timelines.

Review our grading and progression procedure >

Explore your options!

Some courses in this program are available through Open Studies. You can complete courses via Open Studies to get a head start on your education, reduce your course load once accepted into a credentialed program, or determine which career path best suits you before you fully commit. 

You may also take courses for general interest or personal and professional development.

• Admission requirements

Applicants educated in Canada

All applicants must demonstrate English language proficiency and meet the following requirements or equivalents.

• at least 75% in Math 30-1, or Math 30-2, AND,
• at least 75% in English Language Arts 30-1, AND,
• at least 75% in Biology 30, AND,
• at least 75% in Physics 30, AND
• at least  50% in the School of Health and Public Safety entrance tests.

SAIT accepts high school course equivalents for admission for applicants educated outside Alberta.

Applicants educated outside of Canada

All applicants who were educated outside of Canada must demonstrate English Language proficiency and provide proof they meet the program admission requirements with an international document assessment. Find out what educational documents are accepted and assessment options .

SAIT may also accept courses completed at certain international post-secondary institutions .

Academic Upgrading

Missing an admission requirement for this program? Upgrade your prior education to help you receive admission into one of SAIT's career programs.

English language proficiency

All applicants must demonstrate  English language proficiency  prior to admission, including students educated in Canada.

Available intakes

Start dates:

• Sep 03, 2024
• Application deadline: Dec. 1, 2023 (March 31, 2024 for SK applicants)

2024/25 tuition and fees

The following costs are effective as of July 1, 2024.

Domestic students

*.5 indicates a combination of full-time semester(s) and part-time semester(s) in the same academic year. In many cases, you'll complete your practicum during this part-time semester. Part-time students are those taking less than nine (9) course credits in a semester.

** The second year of this program is broken up into three semesters, with semesters five and six focused on clinical practicum. Practicum-only semesters are considered part-time studies based on credit load. The two part-time semesters are equivalent to one full-time semester. You are not eligible for the UPass during your practicum semesters.

Books and supplies

Books, supplies, and uniforms are approximately $2,700 for the first year, $600 for the second year, and $500 for the third year.

This is a bring-your-own-device program with a standard computer hardware and software requirement. See the specific requirements on our computers and laptops page .

Find your booklist on the SAIT Bookstore's  website. The booklist will be available closer to the program start date. Can’t find your program or course? The bookstore didn't receive a textbook list. Contact your program directly to determine if they’re still refining course details or if you're in luck; no textbook purchase is required this term.

You are responsible for any additional expenses related to your practicum, including pre-practicum requirements outlined by the program and relocation costs to practicum sites outside of Calgary.

Additional tech requirements

You will be evaluated on your competency performance level using a tracking system called CompTracker. You will require a wifi-enabled Apple tablet that can run the most up-to-date operating system to support the CompTracker system.

• Any size tablet is acceptable.
• Keyboards are advisable but not mandatory.
• Smartphones are not acceptable devices for CompTracker.

A required $75 user license fee is billed per semester. More information will be shared at orientation.

Required personal protective equipment (PPE)

The industry-approved PPE you'll need will be discussed during your first few days of classes. 

Additional fees

• Sonography Canada certification exam fees are approximately $1,525. Sonography Canada association dues are $175 per year, with the option to purchase professional liability insurance.
• A fee is associated with obtaining a criminal record check (including a vulnerable sector check) and is payable to the Police or the Royal Canadian Mounted Police.
• You must have your immunizations reviewed by the SAIT Health Clinic. There is a $75 charge to review vaccine history. Any vaccines to be administered will result in additional charges.
• A fee of approximately $50-$100 is associated with an Electronic Student Permit Checking submission required for clinical practicum placements, payable to Synergy Gateway through the verified software platform.

2023/24 tuition and fees

The following costs are effective until June 30, 2024.

*.5 indicates a combination of full-time semester(s) and part-time semester(s) in the same academic year. In many cases, students are completing a practicum during their part-time semester. Part-time students are those taking less than nine (9) course credits in a semester.

** The second year of this program is broken up into three semesters, with semesters five and six focused on clinical practicum. Practicum-only semesters are considered part-time studies based on credit load. The two part-time semesters are equivalent to one full-time semester. 

Financial aid

Paying for your education may feel overwhelming, but we have resources and programs that can help, including information about payment options, student loans, grants and scholarships.

Your fees are calculated based on the number of course credits you take per semester (approximately 16 weeks of study). In most cases, your fee is determined based on whether you're taking   more   or   less   than nine (9) course credits (more than nine credits in a semester are considered full-time studies.)

Fees are adjusted for programs with start dates outside the typical 15-week program.

2024/25 fees per semester

Fees are subject to change without notice.

Tuition fees

For a detailed breakdown of tuition costs per course, visit the domestic and international fee tables. Tuition, fees, books and supply costs are subject to change.

Application process

Applicants must meet or exceed a score of 50% in the School of Health and Public Safety entrance testing process as an admission requirement for this program by the set deadlines. 

These deadlines may be different than the typical application closing dates.

Learn more about the entrance testing process >

Ready to apply?

Follow our step-by-step guide to submitting a successful application.

Learn how to apply

Communication during admission

Email is the primary source of communication during the admission process. Ensure your personal email account is managed appropriately to receive our emails, files and communications. 

We recommend you add  [email protected]  domain to your safe senders' list or you risk missing critical email messages. 

Begin your application

Apply now using the online application portal. 

Ensure you have a valid Visa or Mastercard to pay the non-refundable application fee of $120 for domestic applicants or $150 for international applicants. 

Information sessions

Prepare for a strong start in your chosen program or get the details you need to decide your future path.

Our expert staff and faculty are ready to answer your questions and provide information about the following:

• What sets SAIT apart
• An introduction to the program and area of study
• Future career paths
• Information on the earning potential and graduate employment rates.

School of Health and Public Safety Advising

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School of Diagnostic Ultrasound

Learning resources.

Students enrolled in the Ultrasound Program are provided with intense didactic and clinical instruction by experienced ARDMS registered sonographers and by board certified physicians. Each student is given direct hands-on training and exposure to all facets of diagnostic ultrasound. Yale-New Haven Hospital is an outstanding facility in which to learn and its affiliation with Yale University places it as a leader in medicine and advancing technology. The ultrasound section of diagnostic imaging is a busy clinical service with a strong research commitment. The ultrasound section performs over 40,000 exams per year, which provides each student with maximum clinical exposure.

Program Concentrations

General Sonography (Abdominal and Obstetrics & Gynecology) (13 months), Echocardiography (12 months). For credentialed sonographers, learning concentrations include Vascular Technology (6 months) and Pediatric Echocardiography (6 months).

Download brochure pdf here!

Admission Requirements

General and echo programs.

To be eligible for admission to the Yale-New Haven Hospital School of Diagnostic Ultrasound, individuals must meet the following requirements:

Academic and Clinical Requirements:

• High school diploma or equivalent
• Minimum of an Associate’s degree completed in the United States or Canada OR Completion of a full-time, two-year recognized AMA or AMA equivalent allied health training program that is patient-care related. Examples: radiologic technology, respiratory therapist, occupational therapist, physical therapist or registered nurse. Allied health training program must have been completed in the United States or Canada.
• Post-secondary academic course prerequisites and patient care experience a. Communications (English/Speech/Composition) b. Algebra or higher level math c. General Physics d. Human Anatomy and Physiology I & II (with lab) e. Medical Terminology (online courses acceptable) f. Patient care (Didactic and Clinical experience) -Must be able to provide documentation of >750 of direct patient care contact hours either through program study (examples: Radiologic Technology, Nursing Respiratory Therapist, etc.) or practical experience.

Interested applicants should download application pdf and submit to our Program Director.

A non-citizen applicant is required to provide documentation from Immigration and Naturalization Service of their permanent resident status by presenting their alien registration card. The school is not approved by INS to enroll non-immigrant status students.

Contact Information:

Jennifer L. Wright, BS, RT(R), RDMS, RVT, RDCS Program Director School of Diagnostic Ultrasound Yale New Haven Hospital 55 Park Street Floor 3R – Suite 340 New Haven, CT 06510 203-688-8227

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Diagnostic Medical Sonography Diploma

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Are you looking for a rewarding career in the health care sector? Become a Diagnostic Medical Sonographer by enrolling in this 2-year program today.

Diagnostic Medical Sonography is a type of imaging that uses high frequency sound waves, more commonly known as ultrasound, to produce images of the body. 

Sonographers are an integral part of the interdisciplinary health care team and are in high demand across the country and internationally. Sonographic images are used by physicians to diagnose and treat various diseases and conditions.

Upon completion of the Diagnostic Medical Sonography program, you will be qualified to work in a variety of health care settings. Once accredited status is granted, you will be able to write the Sonography Canada credentialing examinations for Generalist and Cardiac Sonography streams to become a qualified registered sonographer. Common job titles include:

• Echocardiographer, adult/ pediatric
• RDMS (reg. diagnostic medical sonographer)
• Sonographer, cardiac
• Technologist, diagnostic ultrasound
• Technologist, echocardiography
• Technologist, registered- ultrasound

What you will learn

The accredited 24-month full time program will prepare you to become competent in producing high quality images of multiple body parts and systems including the heart, abdomen, pelvis, blood vessels and obstetrics/Gynecologic.

Training is a combination of classes at the College of New Caledonia’s Prince George campus as well as hands on learning in a variety of hospitals and clinics. The CNC curriculum is mapped to the Sonography Canada National Competency Profile.

Upon successful completion of the CNC Sonography program, you will:

• Perform accurate diagnostic ultrasound examinations in a caring and safe manner, demonstrating cultural competency and awareness
• Display and employ critical thinking and assimilation of theory in the execution of required tasks
• Interact effectively with interdisciplinary team members to attain common health care goals
• Practice sonography in a responsible and ethical manner
• Observe and follow the Sonography Code of ethics and Professional Conduct, as laid out in the Professional Practice Guidelines and Member Policies (evidence 1.1.1), at all times.

The Sonography program is primarily focused on preparing its students to be competent and committed medical professionals, who have a clear understanding of their role within the health professions arena. Guided by the Canadian National Competency Profile for the sonography profession, didactic and laboratory instruction is designed and executed with the sole intention of producing competent and proficient Sonographers. The program is Accredited by EQual Canada.

Diagnostic Medical Sonography Diploma Courses

Sonography: term 2, sonography: term 3, sonography: term 4, sonography: term 5, sonography: term 6, locations & dates.

CNC programs have varying lengths and start dates to meet your needs, and are offered across multiple campuses where possible. Don’t see the campus you’re looking for? Check back with us soon as this page is updated throughout the school year.

• High school graduation or equivalent
• Anatomy and Physiology 12, or Biology 12, or BIO 050, or equivalent
• English Studies 12, or English First Peoples 12, or ENGL 050, or ENGL 051, or equivalent
• Foundations of Math 12, or equivalent
• Physics 12, or PHYS 050, or equivalent
• Test of English as a Foreign Language (TOEFL iBT) score of 88 with no section below 20, within the last two years; OR
• International English Language Testing System- Academic (IELTS Academic) score of 6.5 overall with no band below 6.0, taken within the last two years; OR 
• Successful completion of six credits of post-secondary English studies at a recognized college or university in an English-speaking county.

Need help meeting these requirements. Check out our Academic Upgrading  options. 

Fill out an Application Package

This program requires an application package as part of the application process. Download the file and submit it with your application.

Selection Process

As there are limited seats available, applicants meeting admission requirements are ranked for acceptance according to their competitive entry selection score.

Maximum points 100

Required documents to be submitted for competitive selection:

Critical analysis of program readiness essay.

• Proof of BC/Yukon/NWT residence – if applicable

Cumulative grade point average of the required Anatomy and Physiology, English, Mathematics, and Physics courses.

Up to 15 points

Post-secondary education

Up to 20 points

• Successful completion of 60 credits or more at post-secondary with an overall GPA of 2.5 or higher in a health-sciences related program (20 points) OR
• Successful completion of 30 credits or more at post-secondary with an overall GPA of 2.5 or higher in a health-sciences related program (15 points) OR
• Successful completion of 60 credits or more at post-secondary with an overall GPA of 2.5 or higher in a non-health-sciences program (10 points) OR
• Successful completion of 30 credits or more at post-secondary with an overall GPA of 2.5 or higher in a non-health-sciences program (5 points)

Resident of:

• BC/Yukon/NWT (10 points) OR
• Northern Health Authority (20 points)

Up to 45 pts

It is important for applicants to the Diagnostic Medical Sonography (DMS) program to have a clear understanding of the admission requirements for this 2 consecutive year educational program, as well as the duties and responsibilities of a Diagnostic Medical Sonographer. In order to gain a thorough understanding of the DMS profession, you should fully investigate this career choice. You may conduct your research of the profession by conversing with people in the profession, attending DMS information activities put on by College of New Caledonia or other institutions, and searching the internet. This research will help you to determine your readiness to enter the DMS program. You will be required to complete a critical analysis of program readiness essay based on the instructions.

Applicants must submit the entry selection documents by the deadline to be included in the competitive entry selection process.

Applicants not offered a seat are placed on a waitlist and will be contacted if a seat comes available.

Self-identified Canadian Aboriginal applicants meeting the admission requirements will be given priority for 20% of seats in the program until the institutionally recognized release date. If there are more qualified Aboriginal applicants than seats at the priority deadline, these qualified applicants will be ranked accordingly.

Program Requirements

Completed program information package must be submitted by the date indicated in the package. Incomplete certifications and documentation will prevent students from entering clinical practice placements. Clinical hours are required for graduation. All certifications must remain valid throughout the program.

• Successful completion of SONO 101: Medical Terminology for Sonography.
• Proof of immunization status as outlined by the BC Centre for Disease Control and as outlined in the Practice Education Guidelines BC Immunization. See Practice Education Guidelines.
• Influenza prevention policy – provincially mandated through the BC Centre for Disease Control. This policy states that anyone working in patient care areas must either be vaccinated yearly or wear a mask for the duration of the influenza season. Information will be provided to students as it becomes available.
• Cardiopulmonary Resuscitation (CPR), Level C, or Basic Life Support (BLS). CPR online courses must include face-to-face practice components.
• FIT tested for a N95 respirator.
• Criminal Record Check (RCMP criminal record checks are not accepted)

Students must complete a provincial Schedule B criminal record search because there is a practicum component involving work with vulnerable people. A search which identifies relevant criminal convictions may prevent students from registering for practicum. To graduate from the Diagnostic Medical Sonography program, each practicum must be successfully completed.

Note 1: All costs associated with certifications, courses and/or documentation requirements are the student’s responsibility.

Note 2: May be required to travel for practicum placements.

Invest in your future

Please check the fee schedule  for up-to-date information.

These costs are an  estimate . Student fees vary by campus.

Books for this program can be purchased from the  bookstore .

Paying for college

We're here to help. You can apply for scholarships and bursaries through CNC. We can also help you find loans and other funding.  Visit Financial aid to find out how.  

Salaries and employment

Looking for a job? Check the  student employment opportunities board . 

Highly Employable Graduates

We have a special part in a person’s healthcare journey. It’s not usually a long one but it’s important to ensuring they get the proper diagnosis that progresses their treatment.

Hannah Hirvasoja

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Ultrasonography in undergraduate medical education: a comprehensive review and the education program implemented at Jichi Medical University

Toru kameda.

1 Department of Clinical Laboratory Medicine, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke-shi, Tochigi, 329-0498 Japan

Nobuyuki Taniguchi

Harumi koibuchi, kiyoka omoto.

2 Department of Laboratory Medicine, Saitama Medical Center, Jichi Medical University, 1-847 Amanumacho, Omiya-ku, Saitama-shi, Saitama, 330-8503 Japan

Kouichi Itoh

3 Saiseikai Rikuzentakada Clinic, 194 Azanakai, Kesen-cho, Rikuzentakada-shi, Iwate, Japan

The concept of point-of-care ultrasound has been widely accepted owing to the development of portable ultrasound systems and growing body of evidence concerning its extensive utility. Thus, it is reasonable to suggest that training to use this modality be included in undergraduate medical education. Training in ultrasonography helps medical students learn basic subjects such as anatomy and physiology, improve their physical examination skills, and acquire diagnostic and procedural skills. Technological advances such as simulators, affordable handheld devices, and tele-ultrasound systems can facilitate undergraduate ultrasound education. Several reports have indicated that some medical schools have integrated ultrasound training into their undergraduate medical curricula. Jichi Medical University in Japan has been providing medical students with ultrasound education to fulfill part of its mission to provide medical care to rural areas. Vertical integration of ultrasound education into a curriculum seems reasonable to ensure skill retention and improvement. However, several issues have hampered the integration of ultrasound into medical education, including a lack of trained faculty, the need to recruit human models, requisition of ultrasound machines for training, and limited curricular space; proposed solutions include peer teaching, students as trained simulated patients, the development of more affordable handheld devices, and a flipped classroom approach with access to an e-learning platform, respectively. A curriculum should be developed through multidisciplinary and bottom-up student-initiated approaches. Formulating national and international consensuses concerning the milestones and curricula can promote the incorporation of ultrasound training into undergraduate medical education at the national level.

Introduction

With the increasing use of focused ultrasound at the bedside, which is called point-of-care ultrasound (POCUS), it is reasonable to suggest that training to use this modality be included in undergraduate medical education globally [ 1 , 2 ]. A previous report described the initial introduction of ultrasound training into medical student education in a German anatomy class over 30 years ago [ 3 ]. The approach effectively improved student motivation and facilitated anatomy education [ 1 ]. In the 2000s, the concept of POCUS became widely accepted with the development of portable ultrasound systems and a growing body of evidence supporting its extensive utility at the bedside [ 4 , 5 ]. Such systems facilitated the introduction of versatile ultrasound into medical student education. In 2010, the first class of students who had participated in a 4-year “vertical ultrasound curriculum” graduated from medical schools in the USA. The schools had envisioned their graduates gaining knowledge and skills to perform POCUS and utilize it in their residency, as well as in future practice [ 6 – 8 ].

The real-time visual information and feedback obtained with portable or handheld ultrasound devices as active learning tools expand the horizons of medical students and increase their motivation to learn [ 1 , 9 ]. Training medical students to perform ultrasound is expected to facilitate the study of basic subjects such as anatomy and physiology, improve the efficiency of physical examinations, and aid them in acquiring diagnostic and procedural skills [ 1 , 2 ]. More advanced technologies such as wireless handheld ultrasound devices, devices with artificial intelligence, and 5G-equipped tele-ultrasound systems are expected to further the development of undergraduate medical education.

We herein report a comprehensive review of ultrasound training in undergraduate medical education and the details of ultrasound education at Jichi Medical University (JMU) in Japan. We also describe outstanding issues to be resolved and the future outlook of undergraduate ultrasound education in Japan.

Ultrasound as a tool for learning basic sciences and physical examination skills

Classically, ultrasound knowledge and skills are imbued in trainees after they have studied basic science such as anatomy and physiology and learned to perform physical examinations. However, the education methodology is undergoing a paradigm shift thanks to advances in ultrasound technology as ultrasound has proven useful as a tool for learning basic science and acquiring physical examination skills.

Understanding anatomy

Ultrasound is an effective modality for enhancing students’ understanding of anatomy or “living anatomy” from different perspectives. Many studies have reported positive student perceptions and a self-reported increase in knowledge of anatomy [ 10 ]. A comparative study using pre- and post-tests showed that ultrasound imaging and cadaveric prosection were equally effective in facilitating learning the gross anatomy of the heart [ 11 ]. However, Finn et al. [ 12 ] reported that there was no additive effect on increasing understanding when combining the two modalities. Furthermore, Canty et al. [ 13 ] found that an ultrasound simulator appeared as effective as human cadaveric prosection in facilitating an understanding of the cardiac anatomy.

Several issues must be considered when incorporating ultrasound into an anatomy curriculum, including the curricular time, availability of ultrasound machines for educational purposes, and availability of instructors to train in performing ultrasound [ 14 ]. To manage these issues, Jurjus et al. [ 15 ] demonstrated that anatomists with minimal training were as effective as clinicians in teaching anatomy using ultrasound. Smith et al. [ 16 ] reported significant improvements in student perceptions of the impact of ultrasound on anatomy education using a paired anatomy teaching assistant and clinician teaching model. Furthermore, handheld ultrasound devices for students’ personal use outside of a structured class may be valuable tools for learning and understanding the three-dimensional anatomy structure, allowing students to scan themselves and each other [ 17 ].

Understanding physiology

Literature concerning the use of ultrasound to learn physiology is scarcer than that concerning anatomy. Ultrasound is an ideal imaging modality for observing the dynamic cardiovascular system in real time and learning about cardiovascular physiology. In a study using questionnaires, 74% of 301 medical students felt that a hands-on ultrasound course improved their understanding of cardiac physiology [ 18 ]. Paganini et al. noted that an ultrasound demonstration session in large classes was beneficial in conjunction with traditional methods for teaching cardiovascular physiology and specifically illustrated reflexes [ 19 ]. Bell et al. [ 20 ] provided objective evidence using pre- and post-tests that medical students could learn about cardiac physiology with the aid of a hands-on ultrasound laboratory. In the field of respiratory physiology, an ultrasound demonstration session may also be a useful didactic tool [ 21 ].

Learning physical examination skills

Ultrasound as an assistive technology can also be used to learn physical examination skills by visualizing the internal anatomy and providing real-time feedback on physical examination findings. Therefore, early ultrasound education using portable devices may help foster physical examination skills. Positive student perceptions or self-reported improvement in learning physical examination skills with ultrasound have been commonly reported in studies dealing with this topic [ 10 , 22 ]. However, these positive responses do not necessarily equate to competency.

Butter et al. [ 23 ] conducted a randomized trial indicating that once students achieve basic proficiency in abdominal physical examination, the addition of ultrasound education may boost their physical examination skills. Regarding the estimation of liver size based on physical examination, Barloon et al. [ 24 ] reported that 30 min of ultrasound training helped medical students more accurately estimate the size than no such training. In contrast, other studies have demonstrated the limitations associated with a short training time for ultrasound in learning how to accurately estimate liver size during physical examinations [ 23 , 25 ].

Ahn et al. developed a novel method of training students to evaluate the femoral vascular system by combining traditional physical examination instruction, ultrasound, and ink visible under ultraviolet light to map the femoral artery. The approach enhanced students’ ability to accurately palpate the femoral pulse compared to traditional instruction alone [ 26 ].

In learning to perform physical examinations of the musculoskeletal system, Walrod et al. [ 27 ] demonstrated that ultrasonography appeared effective in helping students locate and identify soft tissue structures on palpation compared to bony structures. Subsequent research conducted by the same group has suggested that ultrasound assistance might improve students’ abilities to correctly locate, palpate, and identify soft tissue structures in the limbs, provided they be allowed sufficient hands-on practice [ 28 ]. Ruiz-Curiel et al. [ 29 ] showed that medical students’ skills in detecting joint inflammation on palpation significantly improved when using ultrasonography as an educational tool for feedback through a five-session training program over 13 weeks.

A research group in the USA performed a prospective observational study comparing mandatory Objective Standardized Clinical Examination (OSCE) scores of 1st-year medical students in the pre-ultrasound curriculum year to the scores in the year an ultrasound curriculum was introduced. The ultrasound curriculum students had better overall associated OSCE scores than the students without ultrasound training [ 30 ].

However, despite the widespread reported usefulness of ultrasound in learning physical examination skills, its addition as an educational tool may not actually help medical students learn if they are overwhelmed with information obtained via ultrasound. In addition, studying the handling of the transducers and manipulation of the machine may pose additional demands on learners [ 31 ]. Sweetman et al. found that a post-ultrasound cohort of medical students provided positive feedback on a 2-h session using ultrasound and reported increased confidence in clinical skills concerning the gastrointestinal tract. However, their clinical skills did not actually improve according to OSCE scores as compared with the pre-ultrasound cohort [ 32 ]. Jamniczky et al. [ 31 ] indicated that the cognitive load imposed by studying how to work ultrasound devices may be associated with a lower perceived utility when building abdominal physical examination skills using ultrasound. These findings suggest that medical students may need to be trained in basic ultrasound knowledge and skills before they can effectively learn physical examination skills using ultrasound [ 32 , 33 ]. Alternatively, medical students may need to reach a minimum level of competence in performing physical examinations before they are able to benefit from the visual feedback offered by ultrasound [ 23 ].

Gaining an understanding of ultrasound and fostering technical skills

As described above, ultrasound is now regarded as a useful tool for learning anatomy, physiology, and physical examination skills. In this section, we will discuss the acquisition of knowledge concerning ultrasound and the fostering of technical skills in terms of the clinical utility.

Cardiac ultrasound

The utility of cardiac ultrasound has been evaluated most in the integration of ultrasound in medical education. Cawthorn et al. demonstrated that 3rd-year medical students in the USA were more readily able to master cardiac ultrasound image acquisition and interpretation after a novel training program than 1st-year students who had not yet undergone their core cardiology teaching block. They further demonstrated that electronic educational modules were as effective as traditional lectures for delivering such knowledge, although self-directed scan training on a high-fidelity simulator was not as effective as scan training by a sonographer [ 34 ]. Recently, several educational programs related to point-of-care cardiac ultrasound for undergraduate medical education were found to have positive outcomes, including eliciting improvements in confidence in obtaining proper images [ 35 ] and observed OSCE scores [ 36 – 40 ].

The development of low-priced handheld ultrasound devices enables physicians and medical students to easily perform ultrasound as an extension of a physical examination at the patient’s bedside. DeCara et al. [ 41 ] demonstrated in 2005 that student-performed cardiac ultrasound examinations, when used as an extension of a physical examination, yielded a significantly more accurate bedside diagnosis than a physical examination alone, even when a focused effort to review traditional examination skills was made beforehand. Another study concerning the utility of pocket-sized ultrasound devices in a large group of medical students showed that students detected mitral regurgitation significantly more effectively than with a physical examination after brief group training, although the detection rates of aortic regurgitation and aortic stenosis did not improve [ 42 ]. Yan et al. [ 43 ] showed that focused cardiac ultrasound performed by ten medical students was better than a physical examination for identifying clinically significant mitral stenosis, aortic stenosis, and tricuspid regurgitation. Notably, the diagnostic accuracy of 1st-year medical students using bedside cardiac ultrasound examinations after brief training was significantly superior to that of cardiologists performing cardiac physical examinations to detect and evaluate select valvular and nonvalvular cardiac abnormalities [ 44 ].

When a pocket-sized ultrasound device was used by medical students who had been briefly trained, it demonstrated acceptable diagnostic value for detecting basic structural and functional findings with a notable learning curve effect [ 45 ]. However, the added value as a screening tool to detect clinically relevant valvular lesions was limited among medical students [ 42 ]. In contrast, an interesting study showed that well-trained medical students using portable ultrasound devices were able to effectively screen for hypertrophic cardiomyopathy in 2332 young athletes [ 46 ].

Abdominal ultrasound

Abdominal ultrasound is a core application in medical ultrasound and thus merits inclusion in educational curricula to facilitate students’ rudimentary understanding of ultrasound details and skills. Training in abdominal ultrasound was proven valuable for pre-clerkship medical students in terms of familiarizing them with the ultrasound technique and sonographic anatomy [ 37 , 47 – 49 ].

Cheng et al., from Taiwan, described interesting teaching strategies. They simplified the process of learning to perform upper abdominal ultrasound, including the liver, using andragogy to enhance learning, mnemonics to help memory, and a pin-badge reward system as incentives [ 50 ]. First- and second-year medical students early in their training at the University of South Carolina were able to obtain liver size measurements with ultrasound that were more accurate and had less variability than those obtained by internal medicine clinicians using physical examination in six patients from a gastroenterology clinic [ 51 ]. A small randomized controlled trial then revealed that 1st-year medical students were able to use ultrasound to diagnose hepatomegaly and ascites after brief instruction, with findings comparable to those obtained with a physical examination [ 52 ].

In renal and bladder ultrasound, integration of ultrasound training focusing on flank pain and voiding difficulty into a clinical skill course allowed medical students to learn a new set of clinical skills. The method did not distract them from their traditional curriculum education [ 53 ]. In assessing the abdominal aorta, 62% of medical students with no prior experience in ultrasound who participated in a short training program were able to accurately measure the maximal diameter of the abdominal aorta, reaching a professional standard of skill [ 54 ]. Interestingly, ultrasound performed by a medical student trained sufficiently was highly accurate and more effective in detecting aortic abdominal aneurysms than a physical examination performed by vascular surgeons in 57 patients (disease prevalence: 28%) [ 55 ].

In another clinical situation, six minimally trained 1st-year medical students enrolled at the UC Irvine School of Medicine in California used basic abdominal ultrasound to successfully identify sonographic markers of chronic parasitic infections in rural Tanzania [ 56 ].

Lung and pleural ultrasound

Point-of-care lung ultrasound is now widely used to assess pneumothorax and cardiogenic pulmonary edema at the bedside, especially in the fields of emergency and critical care medicine [ 57 , 58 ]. Furthermore, the application of lung ultrasound to the assessment of pneumonia has been increasingly studied over the past decade [ 59 , 60 ]. However, despite these advancements, lung ultrasound seems to be uncommon in undergraduate curricula.

An initial study on lung ultrasound showed that, among medical students without ultrasound experience, limited education to improve their knowledge and image acquisition and interpretation skills was successful [ 61 ]. However, another study showed that medical students struggled to translate knowledge of lung ultrasound into performance in a simulated clinical scenario [ 62 ]. In detecting pleural effusion in hospitalized patients, Steinmetz et al. demonstrated that the odds of medical students correctly identifying the presence versus absence of pleural effusion was five times greater when using ultrasound as an adjunct to a physical examination than with a physical examination alone [ 63 ].

Focused assessment with sonography for trauma (FAST) and extended FAST (EFAST)

FAST is an integrated, goal-directed, bedside examination to detect hemorrhaging in trauma patients. EFAST further includes an examination of the chest to detect pneumothorax. FAST and EFAST incorporate the fundamentals of bedside examinations in acute care settings. An initial study conducted in the UK suggested that, in the absence of any prior experience, most medical students achieved basic competency in FAST scanning after a 5-h training course based on a comprehensive curriculum [ 64 ]. Several studies subsequently demonstrated that various training courses in FAST or EFAST with human models increased the knowledge and skills in undergraduate medical education [ 40 , 65 – 69 ]. Supervised FAST and EFAST examinations in patients in addition to a brief didactic presentation and one hour of hands-on practice on normal models was effective in teaching medical students basic skills [ 70 , 71 ]. Shokoohi et al. [ 71 ] demonstrated an increase in the rate of successfully obtaining high-quality FAST images after inputting just ten scans from patients. Medical students who receive basic ultrasound training early in their medical education may acquire competency in performing a FAST examination effectively during their clerkship [ 71 ].

Obstetric and gynecological ultrasound

Ultrasound is a cornerstone in the diagnosis and management of obstetric diseases and conditions. However, little attention has been paid to undergraduate ultrasound education in obstetrics [ 72 ]. Computer-aided strategies for teaching medical students prenatal ultrasound diagnostic skills were introduced in 2008 [ 73 ]. Hamza et al. [ 72 ] from Germany reported the utility of a well-designed student tutor-based obstetrical and gynecological ultrasound course including scanning of patients. In rural Panama, 1st-year medical students from the USA with minimal training were able to use obstetric ultrasound examinations to identify complications in second- and third-trimester pregnant women [ 74 ].

Head and neck ultrasound

Due to the rapid integration of POCUS into clinical practice, an introduction to ultrasound-guided procedures in addition to knowledge of both normal and pathological findings will soon be an important part of undergraduate medical education. In head and neck learning sessions, multimodal ultrasound instruction including a didactic presentation, live-model demonstration and practice, computerized simulation cases, and simulated ultrasound-guided fine-needle aspiration using phantom models have proven beneficial for increasing medical students’ confidence in their skills [ 75 ]. An inexpensive handmade thyroid phantom model allows medical students to practice measuring lesions and performing fine-needle aspiration using ultrasound [ 76 ]. In emergency medicine, a point-of-care head and neck ultrasound curriculum using live models with or without phantoms resulted in an improvement in students’ knowledge and skills concerning head and neck ultrasound applications [ 77 , 78 ].

Ultrasound-guided procedures

In addition to procedures in the head and neck, several ultrasound-guided procedures in other regions have also been introduced to undergraduate medical education.

The use of ultrasound guidance for central venous catheter (CVC) insertion increases procedure success rates and decreases mechanical complications, so this procedure is strongly and broadly recommended [ 79 , 80 ]. In education on ultrasound-guided CVC insertion, understanding the anatomy and physiology of the vessels along with their surrounding structures using ultrasound is the first step, and it is crucial to differentiate arteries and veins to ensure accurate and safe procedures [ 40 , 81 – 83 ]. There are a number of commercial ultrasound training models available for CVC insertion; however, they may not be cost effective or logistically feasible for distribution to a large number of medical students [ 84 ]. An inexpensive homemade training phantom [ 84 ] and a life-like, reproducible model using a fresh cadaver [ 85 ] for ultrasound-guided CVC insertion training have therefore been introduced in undergraduate medical education.

With the growing body of evidence supporting the use of ultrasound for CVC insertion, observational and randomized controlled studies demonstrated improved success rates with the use of ultrasound guidance for peripheral intravenous access in patients with difficult access [ 79 , 80 ]. A prospective randomized trial including 69 medical students in 2008 demonstrated no marked difference in the success of peripheral intravenous cannulation of other medical students between traditional and ultrasound-guided techniques, suggesting that the psychomotor skills required for performing ultrasound need to be properly developed over time [ 86 ]. Another randomized trial using a phantom for the assessment showed that the group receiving traditional face-to-face education on ultrasound-guided vascular access performed significantly better than those not receiving the education [ 87 ]. A pilot study demonstrated the utility of an interprofessional approach to learning to perform peripheral intravenous access with ultrasound by medical students with experience in ultrasound training and experienced nurses. This approach allowed both groups of participants to learn from each other and interpret ultrasound images, identify the vein for venipuncture, and perform the procedure on their partner [ 88 ].

Ultrasound-guided peripheral nerve blocks have been performed for decades and have spread beyond pain specialists. Therefore, educators need to integrate these advanced applications into medical education [ 89 ]. A few studies have shown that medical students were able to learn the sonographic anatomy of peripheral nerves and gain skills in ultrasound-guided techniques using handmade phantoms [ 89 , 90 ].

Technological advances in educational tools

Technological advances in educational tools can facilitate undergraduate ultrasound education.

Responding to changing practice environments requires new training models. A systematic review and meta-analysis revealed that technology-enhanced simulation for healthcare professional education alone or when added to traditional practice was associated with improved learning outcomes compared with no intervention [ 91 ].

In postgraduate medical education, POCUS is sometimes taught in conjunction with low- and high-fidelity simulators. Low-fidelity simulators are usually anatomically static, like the aforementioned vascular phantoms. Several commercial products are available for training in ultrasound-guided procedures. However, these models are costly, and the friability with repeated punctures remains a major limitation, resulting in the need for the frequent purchase of replacements given the large number of students involved in such training. Low-cost homemade gelatin-based phantoms facilitate the development and assessment of basic ultrasound skills, such as transducer movement, vessel cannulation, aspiration, and biopsies [ 84 , 92 , 93 ]. A cheap and interesting simulator using a Kunafa knife and playdough was developed to train students in hand movements with a probe and corresponding cross-sections or two-dimensional images [ 94 ]. Three-dimensional printed models may also be promising for cost-effectively training medical students in procedural skills [ 95 ].

High-fidelity simulators, by contrast, are high-tech and dynamic devices, such as computerized mannequins [ 96 ]. When providing initial cardiac ultrasound training to physicians, training using a high-fidelity simulator was found to be not inferior to that using a human model [ 97 ]. When training medical students in cardiac ultrasound, Cawthorn et al. [ 34 ] demonstrated that self-directed simulation training using the same simulator alone was not as effective as practical small-group instructions under the supervision of experienced sonographers. In contrast, Hempel et al. [ 98 ] showed that supervised cardiac ultrasound training using a simulator was not inferior to supervised training using human models in allowing medical students to acquire appropriate knowledge and skills. A randomized study also demonstrated that using a simulator to facilitate the acquisition of skills in cardiac ultrasound in addition to conventional educational approaches was feasible and useful, with improved examination scores, shortened examination times, and improved student satisfaction [ 99 ]. Simulation-based ultrasound training programs using other kinds of high-fidelity simulators were found to be useful for helping medical students train in cardiac ultrasound and other applications of POCUS [ 100 , 101 ]. Ultrasound simulators can also be useful self-directed tools that help previously trained students retain and improve their scanning skills [ 102 ].

Handheld ultrasound devices

Compared with standard ultrasound devices, the accessibility and lower cost make handheld devices attractive educational tools for both faculties and medical students. Along with the dissemination of handheld devices, an increasing number of studies have reported the use of such devices for educational purposes, indicating their potential utility as an adjunct in teaching anatomy and training to perform clinical examinations, especially for cardiac conditions [ 9 , 103 – 105 ]. Furthermore, in a hands-on session, a live image on a handheld device can be projected onto a large monitor to allow the view to be easily shared among attendees.

Notably, self-learning using a personal or rental device is feasible, regardless of location or timing. Students can learn by scanning each other, family members, or themselves at their own pace. Such self-learning may be as effective as traditional courses [ 36 , 106 , 107 ].

Tele-ultrasound

Tele-ultrasound and tele-mentoring have been successfully introduced for guiding didactic education, hands-on training, and patient management [ 108 ]. Preliminary research has shown that medical students as novice ultrasound users are able to obtain adequate cardiac views using a handheld device through a tele-mentored approach [ 109 , 110 ]. Poland et al. [ 111 ] demonstrated that both traditional in-person ultrasound training and telepresent ultrasound training resulted in significant increases in knowledge, confidence, and performance of a FAST examination.

The cutting-edge portable ultrasound devices available these days enable users to share live ultrasound images and videos directly with remote colleagues on their own mobile device, tablet, or personal computer. The user can also project both a live ultrasound movie from a handheld ultrasound device and a probe-handling movie from an external web camera that can both be uploaded and saved on the same personal computer. The screen can then be shared remotely through a video-based conference platform. Of note, however, online security concerning protected health information data is an important factor in the development of real-time teaching with tele-ultrasound [ 2 ].

In the COVID-19 era, many medical schools have converted both preclinical and clinical sessions to asynchronous e-learning, small-group sessions, and distanced learning [ 112 ]. Tele-ultrasound with screen sharing seems to be one way of mitigating the loss of bedside scanning sessions and face-to-face live demonstrations [ 113 ].

Peer teaching (peer-assisted learning)

Traditionally, ultrasound knowledge is taught in lectures, and practical hands-on courses are then held in small groups under the supervision of a physician or faculty staff experienced in ultrasound. In association with growing demand for ultrasound education and international interest in peer teaching, where students help each other learn and learn by teaching [ 114 , 115 ], many reports have been published in the past decade concerning the utility of peer-assisted ultrasound teaching.

In basic education, sonographic anatomy and a physical examination with ultrasound can be taught effectively by peer tutors with extensive training in ultrasound clerkship [ 116 , 117 ]. Peer teaching also proved effective in education concerning cardiac ultrasound [ 118 – 121 ], abdominal ultrasound [ 92 , 122 ], cardiac and abdominal ultrasound [ 123 , 124 ], obstetrical and gynecological ultrasound [ 72 ], musculoskeletal ultrasound [ 125 ], and comprehensive ultrasound [ 126 , 127 ]. Kühl et al. [ 118 ] showed in a randomized controlled study that hands-on training supervised by student tutors led to a significant gain in cardiac ultrasound skills among novices, although it was inferior to teaching by an expert sonographer. However, other randomized controlled trials demonstrated that students’ ultrasound competence and clinical skills did not differ markedly between trainees who were taught by faculty and those taught by peer tutors [ 116 , 121 , 124 , 125 ]. Being closer to tutees in their experience and understanding of ultrasonography, peer tutors may be able to provide a more focused approach to teaching how to perform ultrasound and quickly troubleshoot any difficulties tutees may encounter [ 121 ].

Student tutors generally have the same learning goals as their tutees. However, “tutors’ education” must be extended. Several modalities have been proposed to train student tutors, such as course-based training and clerkship in an ultrasound laboratory [ 128 ]. Course-based training covers the contents necessary to train tutor candidates, but they have limited opportunities to perform ultrasound and acquire practical scanning skills. With a clerkship, these candidates have ample opportunity for scanning practice. According to previous studies, medical students seem able to acquire sufficient knowledge and skills as effectively as faculty members by undergoing course-based training and a clerkship over a few weeks to teach POCUS skills. However, a quasi-randomized study demonstrated that student tutors trained with a course, clerkship, or course followed by a clerkship were able to teach scanning skills to 5th-year medical students very effectively and with a similar degree of success between the groups. Faculty may be able to train tutors in a way that optimally suits their specific conditions [ 126 ].

Many German medical faculties have established peer teaching systems for undergraduate medical education in their skills lab [ 129 ]. Nourkami-Tutdibi et al. [ 129 ] demonstrated that an existing peer teaching concept with highly motivated and well-trained student tutors could be adjusted to sustain ultrasound skill training even in the face of the global COVID-19 pandemic.

Vertical curriculum

Several reports indicate that medical schools in North America [ 107 , 130 , 131 ], Europe [ 132 , 133 ], and Asia [ 134 ] continue to integrate ultrasound into undergraduate medical curricula. A survey conducted in 2019 showed that 74% of 64 responding US medical schools had integrated ultrasound into basic science courses, 66% into practice of medicine/clinical skills courses, and 35% into clinical rotations [ 130 ]. Many schools have likely incorporated or are trying to incorporate ultrasound into 1 or 2 years of undergraduate medical education. However, vertical or longitudinal 4-year curricula are being integrated gradually among North American medical schools [ 8 , 131 ].

As described above, ultrasound has potential utility as an efficient educational tool that enhances traditional learning of anatomy, physiology, and physical examination skills. Furthermore, continued ultrasound practice is likely effective for encouraging skill retention and improvement. Thus, the vertical integration of ultrasound education across all years seems reasonable [ 8 ]. However, the curriculum implementation processes vary among medical schools due to differences in local resources and contexts [ 107 ]. Based on the models introduced or proposed in several papers, an illustration of the vertical ultrasound curriculum is shown in Fig.  1 .

A vision of a vertical ultrasound curriculum in undergraduate medical education. PBL problem-based learning, HHD handheld device, MCQ multiple-choice question, OSCE objective structured clinical examination

Ultrasound education at JMU

JMU is a unique medical school in Japan that aims to produce doctors able to engage in rural remote practice. JMU provides a 6-year undergraduate education program, the length of which is standard in Japan. In most cases, the graduates work as general practitioners in rural areas for about 6 years after they finish their residency training, an obligation they must fulfill in exchange for exemption from medical school tuition [ 135 ]. Ultrasound education has been provided to these medical students since 1978. Several background factors should be considered on early implementation of the ultrasound education. The majority of younger JMU graduates must work independently with limited medical resources at rural clinics. Fortunately, Japan has had ample medical ultrasound resources since the 1980s, so ultrasound machines, which were not very portable in those days, were able to be used at many rural clinics at the time.

Historically, ultrasound education has been mainly provided by the Department of Clinical Laboratory Medicine at JMU. Uniquely, clinical laboratory medicine includes ultrasound under the Japanese medical system. For 4th- or 5th-year medical students, the precedent department started extracurricular seminars, which included cardiac and abdominal ultrasound with other applications. In those days, the faculty taught students ultrasound knowledge and helped them interpret ultrasound images, including B-mode movies and M-mode images, to determine the size of the cardiac cavity and its movement. Hands-on training was integrated into those seminars 20 years ago. The students practiced their skills on each other, receiving assistance and feedback from faculty. In recent years, 10–20 5th-year medical students join the extracurricular seminars each year. The current program conducted over 6 months consists of 18 seminars, in which students have the opportunity to learn the basics of ultrasound as well as abdominal, cardiac, neck, and emergency ultrasound.

In the formal curriculum, ultrasound has not been utilized for teaching basic science and physical examination skills. An overview of basic ultrasound knowledge and representative normal and abnormal images is presented in lectures provided by the Department of Clinical Laboratory Medicine. Pathophysiology and diagnostics are taught, including recorded ultrasound images if needed, in organ-based lectures provided by other clinical departments.

In bedside learning or clinical rotations from the fourth to fifth year, mandatory hands-on ultrasound training courses are provided by some departments. In the fifth and sixth years, some students can take elective courses, where they perform abdominal ultrasound on patients and then write up reports under the supervision of medical doctors on a daily basis over one to two months in a laboratory setting. These students acquire advanced knowledge and skills with a steep learning curve. Some of them go on to serve as peer tutors in a mandatory hands-on training course. Table ​ Table1 1 shows the details of the ultrasound education in the curriculum at JMU in 2021 [ 136 ].

Details of US education in the curriculum at Jichi Medical University in 2021 [ 136 ]

Students have the opportunity to observe and perform US on patients in each BSL rotation

US ultrasound , BSL bedside learning, FAST focused assessment with sonography for trauma

As described above, JMU has a long history of providing ultrasound education in Japan. However, scientific evidence on the effect of education on practices after graduation is limited. A study based on questionnaires distributed to graduates may be an option for elucidating these effects.

Issues to be resolved in curriculum development

There are several issues facing the introduction of ultrasound into medical school curricula. First, the incorporation of new modalities and technologies, such as POCUS and handheld devices, into medical education requires a rigorous evaluation [ 9 , 137 ]. As stated above, many articles have demonstrated the practical use of ultrasound in undergraduate medical education. Further research is needed to demonstrate the effects of such education, such as the retention of knowledge and skills [ 138 , 139 ], clinical performance in residency [ 140 ], and ultimately patient care [ 141 ].

A shortage of trained faculty for teaching ultrasound remains a barrier to the implementation of training sessions. Faculty development sessions are essential for building a capacity for ultrasound education. Peer mentors can contribute as teaching staff, helping themselves retain their ultrasound knowledge, brush up on their skills, and build confidence in teaching. Artificial intelligence and augmented reality can also be used to assist faculty, providing novice medical students with real-time guidance on probe placement in order to optimize the image quality [ 142 ].

It can be challenging to find human models willing to participate in hands-on training, as recruiting volunteers or actual patients can be unreliable. When medical students scan each other, some concerns must be considered. For example, some may feel pressured to allow their bodies to be used for education, and there is a risk that abnormal ultrasound findings could come to light in front of their peers [ 104 ]. When students volunteer to serve as ultrasound models, it must be confirmed that they have wholly consented to the act [ 131 , 143 ]. To mitigate these concerns, Ohio State University introduced an extracurricular program in which 2nd-year students served as trained simulated patients, gaining educational incentives [ 144 ].

In addition to the above issues, a sufficient number of ultrasound machines for educational purposes must be secured. The advent of more affordable handheld devices with advanced technologies may help improve the availability in educational settings [ 130 ]. When students are able to own an ultrasound device of their own at a reasonable price, like a stethoscope, hands-on training is facilitated, allowing education to be delivered to large groups of students at the same time [ 104 ].

Given the limited curricular space allocated for ultrasound education, providing students with excessive information all at once should be avoided in order to avoid exacerbating their cognitive load [ 8 , 31 ]. Thus, the timing of ultrasound introduction and the application of an innovative educational method play roles in the success of curriculum development. A flipped classroom approach with access to an e-learning platform is a reasonable approach [ 138 ] as an ultrasound session can be incorporated into an existing course, such as a physical examination skill course, using this approach [ 104 ].

Considering these issues, it is recommended that the curriculum be developed using a phased approach [ 8 , 143 ]. Educational modules need to be created by a multidisciplinary working group [ 104 ]. Importantly, the initiation of a formal ultrasound education program requires a bottom-up student-initiated approach in addition to a top-down administrative approach [ 145 ]. Many of the aforementioned studies have shown that medical students enjoy ultrasound courses and express interest in receiving further ultrasound training. An active ultrasound interest group initiated by students with the support of faculty can help further the curriculum development [ 8 , 131 ]. Many programs advocate the involvement of medical students in the design and subsequent modification of ultrasound curricula [ 8 , 145 ]. Formulating national and international consensuses concerning the milestones and curricula can promote the incorporation of ultrasound training into undergraduate medical education at the national level. [ 104 , 107 , 146 ].

Future perspectives concerning undergraduate ultrasound education in Japan

In Japan, the concept of POCUS has been widely accepted, and many training courses of POCUS for doctors were provided by several societies and institutions pre-COVID-19. Formal educational programs with certification systems are now being developed by some medical societies. Such standardization is also necessary to train clinicians who may become instructors in undergraduate medical education. Regarding undergraduate ultrasound education, each department in medical schools like JMU presumably provide training programs to students in clinical years. A nationwide survey will be required to grasp the precise situation [ 107 ].

Each university in Japan has a medical education development center or a related department dedicated to medical education and to the promotion of collaboration between basic science and clinical departments. Such departments may be used to implement systematic ultrasound education if they contain key individuals who realize the potential of ultrasound in medical education. In such departments, multidisciplinary working groups can be formed to develop a systematic ultrasound educational program with a group of medical students who are interested in ultrasound.

It is necessary to disseminate the notion that ultrasound has utility for teaching anatomy and physiology, and that its inclusion in medical education can help bridge basic science and clinical medicine [ 8 ]. In this sense, faculty from basic science departments need to be included in the multidisciplinary working group, and then the faculty development has to be planned with the support of clinicians or sonographers. Another solution is that clinicians or sonographers have time dedicated to teach some parts of basic sciences using ultrasound, collaborating with faculty in basic science departments during class.

Sonographers are currently responsible for the greater part of clinical ultrasonography in Japan. Therefore, they are capable of teaching ultrasound skills to medical students with proper teaching methods and skills. However, several issues have to be considered when medical schools ask them to provide teaching on ultrasound. The concept of POCUS is one of the key factors for incorporating ultrasound in medical education. Sonographers, who are usually engaged in comprehensive ultrasound examinations in laboratory settings, are also requested to deepen their understanding of the concept of POCUS. Furthermore, they must be compensated for teaching with time relief at their laboratories.

The Japan Society of Ultrasonics in Medicine, which consists of multidisciplinary specialists, generalists, and sonographers, should help foster a national culture of undergraduate ultrasound education and formulate a national consensus. National or domestic congresses, symposiums, and gamification events can help medical students from different schools and faculty from different specialties exchange ideas and share difficulties and success stories, thereby fostering the creation of interesting and effective content in ultrasound education [ 145 , 147 ].

The rapid advance of telemedicine and tele-education in the COVID-19 era can help students gain knowledge and skills [ 113 ]. At JMU, we have found that novice medical students were able to acquire knowledge and skills for focused cardiac ultrasound through a flipped classroom approach consisting of e-learning and self-training with a handheld device followed by telepresent hands-on training (unpublished data).

The integration of POCUS in clinical fields will undoubtedly continue to increase as handheld devices become more affordable, with a higher quality and lower cost. This will positively influence the expansion of POCUS education for decades to come. However, the further increase of already high health care costs remains a major issue in Japan. Ways to integrate POCUS into clinical practice and medical education in an economically responsible manner will need to be discussed.

Training with ultrasound helps medical students learn basic subjects, improve their physical examination skills, and acquire diagnostic and procedural skills. Technological advances, such as the advent of simulators, handheld ultrasound devices, and tele-ultrasound systems, can facilitate undergraduate ultrasound education. However, several issues have hampered the integration of ultrasound into medical education, including a lack of trained faculty, the need to recruit human models, requisition of ultrasound machines for training, and limited curricular space; proposed solutions include peer teaching, students as trained simulated patients, the development of more affordable handheld devices, and a flipped classroom approach with access to an e-learning platform, respectively. A curriculum should be developed through multidisciplinary and bottom-up student-initiated approaches.

Author contributions

TK contributed to designing the review and writing the manuscript. NT, KK, HK, KO, and KI contributed to designing the review and revising the manuscript. All authors read and approved the final manuscript.

Declarations

Toru Kameda has received a presentation honorarium from GE Healthcare unrelated to the submitted work. The other authors declare that there are no conflicts of interest.

As this is a review article based on published literature, no ethics approval was required.

Written informed consent was not required.

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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• Published: 12 April 2024

Effect of peer health education intervention on HIV/AIDS knowledge amongst in-school adolescents in secondary schools in Imo State, Nigeria

• Chinelo Judith Ezelote 1 ,
• Nkechi Joy Osuoji 1 ,
• Adaku Joy Mbachu 1 ,
• Chikadibia Kizito Odinaka 1 ,
• Ogochukwu Mildred Okwuosa 1 ,
• Chinaemelum Juliet Oli 1 &
• Chimburuoma Georgina Ignatius 1  

BMC Public Health volume  24 , Article number:  1029 ( 2024 ) Cite this article

Metrics details

Peer education is an approach to health promotion in which community members are supported to promote health-enhancing change among their peers. The study assessed the effect of peer health education on HIV/AIDS knowledge amongst in-school adolescents in secondary schools in Imo State.

This was an intervention study carried out among 296 and 287 in-school adolescents aged 15 to 19 years attending Akwakuma Girls Secondary School and Federal Government Girls College Owerri Imo State respectively. The study was in three stages: before intervention, intervention, and after intervention. The impact of peer education was evaluated twelve weeks after intervention. Data were collected using semi-structured questionnaires. The study utilized a quasi-experimental study design. The chi-square test and McNemar’s test were used to test the hypothesis with a significance level of p  ≤ 0.05.

The result from the study revealed that the majority (73%) of the respondents at Akwakuma Girls Secondary School (test group) had poor knowledge of HIV/AIDS mode of transmission and prevention at baseline. The overall good knowledge of respondents in the test group improved from 27 to 81% after the intervention. 36% of the respondents in the control group had good knowledge at baseline, the knowledge of 64% of them with poor knowledge at baseline were compared post-test to those in the test group who also had poor knowledge at baseline. The knowledge of only 27.7% of those in the control group increased post-test while the remaining 72.3% still had poor knowledge. The result of the inter-school comparison using Chi-square revealed that the p -value was statistically significant. Intra-school comparison using McNemar’s test revealed a statistical significance for all questions in the test group, while none was positively significant in the control group.

Conclusions

Peer health education improved the knowledge of the students at Akwakuma Girls Secondary School which was very low at the baseline. The knowledge of the students in the control group with poor knowledge at baseline didn’t increase post-study. Peer health education should be strengthened and expanded as one of the tools for behavior change among adolescents. There should be more focus on adolescents for HIV-targeted prevention.

Peer Review reports

Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) are among the most complex health problems of the twenty-first century [ 1 ]. HIV/AIDS infection remains a historic public health issue globally, especially in low and middle-income countries like Nigeria where access to HIV/AIDS education and the use of Voluntary Counseling and Testing (VCT) is low [ 2 ]. The Human Immunodeficiency Virus (HIV) is a virus that targets the immune system and weakens people’s defense against many infections and some types of cancer that people with healthy immune systems can more easily fight [ 3 ]. HIV, the virus that causes acquired immunodeficiency syndrome (AIDS), is a slow-acting retrovirus. It is transmitted by unprotected sexual intercourse, contaminated blood used for blood transfusions, needles contaminated with HIV, prenatally/ perinatally, and by breastfeeding [ 4 ]. Peer health education has been shown from past studies to be an effective tool in improving knowledge, attitude, and some preventive practices towards HIV/AIDS among in-school adolescents [ 5 ].

Peer education is a health promotion approach in which community members are supported to promote healthy changes among their peers [ 6 ]. It is the teaching or sharing of health knowledge, values, and behaviors while educating others with similar social backgrounds or life experiences [ 7 , 8 ]. A peer is a person who has equal standing with another in age, background, social status, and interests [ 9 ]. It was noted that young people rarely talk to health personnel about sensitive issues because they often receive their information from peers and friends [ 10 ]. The use of peer educators for health improvement has been linked with the importance of peer influence in adolescence [ 11 ]. There is evidence that young people are more likely to seek help from informal sources of support such as friends in comparison to adults [ 12 ]. These findings showed that adolescents prefer to seek help for health-related concerns from their peers rather than adults or professionals. More often than not, they might receive the wrong information from their peers. This situation underscored the need for accurate sexual health information through a channel that will be welcoming and acceptable to them. Peer health education may help to bridge this gap. It will likely help to get young people to talk about their sexual activities and ensure that the right information is made available to them. The target population for this study was in-school adolescents who were presumed vulnerable to sexual health problems, partly due to inadequate sexual health knowledge and negative attitudes.

Adolescence is a transitional stage of physical and psychological development that generally occurs during the period from puberty to adulthood (typically corresponding to the age of majority) [ 13 ]. The World Health Organization definition officially designates an adolescent as someone between the ages of 10 and 19 [ 14 ]. Adolescents view themselves as being unique and as such immune to disease and death, with their thinking that something bad will happen to someone else, not me [ 15 ]. Young persons experience numerous physical and social changes, often making it difficult for them to know how to behave [ 16 ]. During adolescence, issues of emotional (if not physical) separation from parents arise 16 . More than a quarter (38.10%) of Nigeria's population belongs to the age group 15–24 years old [ 17 ]. UNICEF in 2015 noted that in Nigeria, only one in every four young women aged 15–24 years (24 percent) has comprehensive knowledge of HIV prevention [ 18 ]. This rate was found to be below the average for West and Central Africa (33 percent). According to UNICEF (2023), adolescents and young people represent a growing share of people living with HIV worldwide [ 19 ]. In 2022 alone, 480,000 (255,000–760,000) young people between the ages of 10 to 24 were newly infected with HIV, of whom 140,000 (35,000–250,000) were adolescents between the ages of 10 and 19 (UNICEF, 2023) 15 . The immediate school environment still serves as a fertile ground for high-risk sexual behavior [ 20 ]. The majority of the Institutions of Higher Education (IHE) in Nigeria are situated either in rural areas or on the perimeter of urban cities. The host communities in most rural areas are likely to exert an influence on the pattern and dynamics of HIV infection at IHE in Nigeria [ 21 ]. There is growing evidence from several countries where HIV prevalence is decreasing, it is the young people who are reversing the trends [ 22 ]. There is a need to ensure they are exposed more to positive behaviors at this stage of their life.

However, information on knowledge of HIV/AIDS mode of transmission and prevention among in-school adolescents in Imo State, Nigeria is scarce if not completely absent. Therefore, the objective of the study was to assess the effect of peer health education intervention on HIV/AIDS knowledge amongst in-school adolescents in secondary schools in Imo State, Nigeria.

This will guide the design of tailor-made HIV intervention programmes for HIV/AIDS among adolescents in Southeast Nigeria. The results of this study will create awareness of the positive effects of peer health education on knowledge of HIV mode of transmission and prevention among in-school adolescents. It will also be of immense benefit to programme planners who are constantly in search of a more effective and efficient strategy for communicating sexual health information to youths.

The study had test and control groups which comprised Akwakumma Girls Secondary School (AGSS) and Federal Government Girls College Owerri (FGGC) respectively. The two schools were randomly selected through simple random sampling without replacement. All the secondary schools in Owerri metropolis were written on a piece of paper, squeezed, and put in a ballot bag after which two were randomly picked. A quasi-experimental research study design was used, where the schools were randomly assigned to test and control groups by simple balloting. The students in the two schools were matched by their age, gender, class of study, and location of schools. The age range included in the study were all those within the age range of 14 to 19 years of age, and in SS1 to SS3 class. The schools were all female schools, they were both located in Owerri Urban, and the students were all Christians. The mean ages of the students were 17.06 and 16.82 at AGSS and FGGC respectively. The respondents at baseline were 583 in total, 296 and 287 in the test and the control group respectively. They comprised all the students in the senior class (SS1 to SS3) in both schools. The level of knowledge of the respondents on HIV/AIDS was assessed using the Aids Clinical Trials Group-18 (ACTG-18). ACTG is a well-validated instrument and was adopted from the study conducted by Reynolds et al. [ 23 ]. The questionnaire which comprised eighteen questions (18) and answer keys was attached in the Appendix . The questionnaire assessed the respondents’ level of knowledge of HIV; its mode of transmission and prevention. It was administered through a face-to-face method. The peer health educators were trained using the United Nations Population Fund’s (2005) Training of Trainers manual, and the United Nations Children Fund’s (UNICEF) Reproductive Health and HIV/AIDS prevention project’s manual for peer educators, produced for the National Youth Service Corps (NYSC) in Nigeria [ 24 , 25 ]. They were adapted for this study as the training instrument for the peer educators. The knowledge of the students was assessed at baseline using the ACTG-18 questionnaire. The respondents who didn’t answer one-third (33%) of the questions correctly were classified as poor knowledge. Those with poor knowledge in the test group were selected for the intervention, while those who scored above 75% were recruited as peer health educators. Those in the control group did not receive the peer health education. They were only educated on personal hygiene and environmental sanitation three times but there was no mention of HIV during the whole interactions.

Inclusion criteria

All secondary school students at FGGC Owerri and AGSS Owerri within the age range of 15 to 19.

Those who signed the informed consent.

Exclusion criteria

Those students at FGGC Owerri and AGSS Owerri within the age range of 15 to 19 who did not consent to this study.

Those students at FGGC Owerri and AGSS Owerri within the age range of 15 to 19 whose parents did not consent for them to participate in this study.

Those students in SS1 to SS3 at FGGC Owerri and AGSS Owerri who were more than 19 years old.

Data collection

Data was obtained using an adapted questionnaire. Ethical clearance was obtained before proceeding further with the research. The first meeting was at the office State Ministry of Education but we met the representative. The research was explained to her, including all the processes involved. She requested for the research proposal and asked us to return after a fortnight. During the second visit after two weeks, the researchers were granted oral permission to proceed with the research. The first visit was made to the schools which equate to an introductory visit. The researcher met the principal of the various schools, and staff, and explained the study in detail to them. They both asked for the ethical approval and research proposal which were given to them. The date for the second visit was fixed by the principals of the two schools. The principal of FGGC asked the researchers to return the next semester because they started their exam the following week. The researcher met the students at AGSS after a week of visiting the principal. The research objectives were explained to them, and all that was required of them. Their confidentiality and anonymity were well assured. The students started exams the following week, hence the research was paused. The researchers met the students at the two schools in the second week of school resumption and explained the research objectives to them. It was done twice at AGSS because it was assured the students might have forgotten about it during the holidays. Their informed consent was obtained, and the researchers proceeded to share the baseline questionnaires to them during the fourth time of visiting the school. The questionnaires were shared, filled, and collected on the spot. Four research assistants were recruited for this study. They were undergraduate female students of the Federal University of Technology Owerri. They were between the age ranges of 20 to 22 and in their final year in school. They helped to administer the questionnaire to the respondents. The principal researcher trained them twice a week for two weeks and explained the questionnaire to them. They helped the students who had any problem with comprehending any question. The ones they couldn’t answer were referred to the principal researcher. The study was carried out in three stages, namely, pre-intervention, intervention, and post-intervention stages. At the intervention stage, for the students in the test group, the recruitment and training of 30 students as peer educators (ten from each level) were carried out for two weeks. Those selected as peer educators were those with scored above 75% after the baseline assessment. Topics covered included rudiments information on HIV/AIDS, its mode of transmission and prevention, and other sexually transmitted infections. The training was in the form of lectures, motivational talks, and demonstrations using audiovisuals, posters, role plays, and practical demonstrations. After the training, the trained peer educators were provided with educational materials (such as hand bills, leaflets, posters, etc.) Meetings were held weekly by the peer educators in each of the classes where they discussed their progress and challenges with the researchers. The researchers provided them with supportive supervision. The students in the test group who passed just 1/3rd (33.3%) of the eighteen questions in the questionnaire after the baseline assessment were regarded as having poor knowledge and were those included in the intervention stage. Two hundred and fifty-one (251) students out of two hundred and ninety-six students (296) scored 33% and below, and they were the only ones included in the test group. The students that scored between 33.4% and 74% were 13, while those that scored 75% and above were 32 students. The peer health educators educated them on the correct information on HIV/AIDS about its mode of transmission and prevention. The researchers were around throughout the peer health education. They supervised the whole process to ensure that the right information was passed to the students from the peer health educators. At the post-intervention stage, the same questionnaire used in the pre-intervention stage was re-administered to only the students in the test group 12 weeks after intervention which was 2 weeks before their exam. The Statistical Package for the Social Sciences (SPSS) was used in the analysis of the data obtained from the study. Results were expressed in percentages, frequencies, tables, and charts. The chi-square test tool ( p  ≤ 0.05) and McNemar’s test were used to test the hypothesis to assess any significant change in their level of knowledge. A p -value < 0.05 was considered as significant.

The students in the control group were 287 at baseline. The same questionnaire was given to them and their HIV knowledge at baseline was assessed. One hundred and eighty-four students (184) correctly answered just 1/3rd (33.3%) and below of the eighteen questions in the questionnaire, and were regarded as having poor knowledge. Those that scored above 33.4% were 103 students, amongst whom 47 scored above 74% whereas 56 scored between 33.4% and 74%. Those 184 students were the ones included in the post-test. They were educated on personal hygiene and environmental sanitation three times (once a month), and there was no mention of HIV during the whole interaction. After three months, the questionnaire was re-administered to them; their response was collated, computed, and analyzed using regression analysis to assess any difference in their knowledge. The second data was collected exactly one week before their term exams.

The analysis as depicted in Table  1 contained the knowledge of the respondents at Akwakuma Girls Secondary School Owerri (the test group) pre and post-intervention. It showed that their knowledge of HIV (concept, its modes of transmission, and prevention) at baseline was abysmally low in all the 18 questions in the questionnaire which increased after peer health education intervention. Only 38(12.8%) of the respondents correctly stated that coughing and sneezing did not spread HIV during the pre-test, this increased to 183(85.1%) during the post-test. A person can get HIV by sharing a glass of water with someone who has HIV was correctly indicated as not a way of contracting HIV by 52(17.6%) of the respondents during pre-intervention while the number increased to 174(80.9%) in post-intervention. Pulling out the penis before a male ejaculate keeps a woman from getting HIV was correctly answered as false by 101(34.1%) at pre-test and increased to 189(87.9%) at post-intervention. Anal sex as one of the modes of acquiring HIV/AIDs was correctly answered pre-intervention by only 56(18.9%) of the respondents which increased to 149(69.3%) after the intervention. Few numbers of students (24%) knew that showering, or washing one’s genitals/private parts after sex cannot keep someone from getting HIV, this increased to 123(57.2%) after the intervention. Only 21.6% of the respondents knew that people who have been infected with HIV do not quickly show serious signs of being infected, their knowledge of that increased to 57.7% after the intervention. Only 3.7% of the respondents knew there is currently no vaccine that can stop adults from getting HIV, the number increased to 63.3% after the intervention. At pre-intervention, only 29(9.8%) of the adolescents disagreed that people are likely to get HIV by deep kissing, or putting their tongue in their partner has mouth if their partner has HIV while their knowledge increased to 172(80.0%) after intervention. To determine if a person can get HIV by sitting in a hot tub or swimming pool with a person who has HIV, only 25(8.4%) of the respondents answered correctly while after intervention the number of knowledgeable students increased to 176(81.9%). Very few (4.4%) of the students knew that a person could get HIV from oral sex while the number increased to 83.7% after intervention. Finally, it was found that 32(10.8%) of the respondents knew that using Vaseline or baby oil with a condom cannot lower the chance of getting HIV while after intervention 140(65.1%) of the students became aware that using Vaseline or baby oil with a condom cannot lower the chance of getting HIV.

Table 2 below indicates that the P -value is less than 0.05. This showed that there is a significant difference in the knowledge of the respondents before and after the test. The knowledge of the respondents increased after receiving peer-health education. This indicates that peer health education had a positive impact on the HIV/AIDS knowledge of respondents in the test group.

Knowledge of the students on HIV/AIDS at FGGC Owerri (Control Group)

The study evaluated the knowledge of students in the control group (FGGC Owerri) before and after an intervention. The findings are presented in Table  3 below. At the start of the study, the students had a fair understanding of HIV transmission and prevention. However, 184 students who scored 33.3% or less were assessed in a post-test, and the results showed that their knowledge had not improved.

Intra school comparison of the knowledge of the students on HIV/AIDS at FGGC Owerri using Regression analysis

At the post-test, respondents with poor knowledge at the beginning (≤ 33.3%) were re-assessed without any intervention to determine if their knowledge increased. The results, as presented in Table  4 , showed that only 27.7% of the respondents had increased knowledge, while the remaining 73.3% still had poor knowledge at the post-test. The P -value was 0.05, indicating a significant difference in the knowledge levels between the pre and post-test. The good knowledge level at baseline was higher compared to the post-test.

Overall knowledge of the respondents at pre and post test

Table 5 below shows the overall knowledge level of the respondents before and after the test. At the beginning of the study, 85% of the respondents at AGSS had poor knowledge (less than 33.3%). However, by the end of the study, this percentage decreased to 30.6. In the control group, 64.1% of the respondents had poor knowledge at baseline. Among those who had poor knowledge (< 33.3%) in the control group at the beginning of the study, 72.3% still had poor knowledge of HIV at the end of the study, while 27.7% showed an increase in knowledge (from < 33.3% to ≥ 33.4 and above).

Comparison of the respondents in the control group’s knowledge pre and post-intervention

An intra-school comparison was conducted to determine if there was a significant difference in students' knowledge of HIV/AIDS between two secondary schools before and after an intervention. A chi-square test of association was performed, and the results are presented in Table  6 . The p -value was less than 0.05 (95% confidence level) for all variables except X13 and X16. This indicates that there was a significant difference in knowledge levels between the test group (who received the intervention) and the control group at both the pre-test and post-test stages.

Chi square for the overall knowledge test of association

The overall knowledge of the respondents in the two schools was compared using the Chi-square test and presented in Table  7 below. They were grouped into three categories; those that scored ≥ 33.3%, those that scored between 33.4% – 74.9%, and those that scored ≥ 75%. The test results showed the values for all the groups were less than 0.05. There is a statistical difference in the knowledge of the respondents pre and post-test for all the categories.

Summary of the tables

Table 8 below depicts the summary of all the tables. The Chi-square analysis showed that the knowledge of the respondents was statistically significant pre and post-test.

Knowledge of HIV/AIDS among in-school adolescents at baseline

The result of this study as shown in Table  1 revealed that the knowledge of HIV/AIDS (concept, mode of transmission, and prevention) among in-school adolescents in Akwakuma Girls Secondary School Imo State was abysmally low at baseline, with only 27% of the students knowing about HIV/AIDS at baseline. They had low knowledge of all the eighteen questions in the questionnaire, while students in the control group had better knowledge of HIV compared to those in the test group at baseline. This is consistent with the study on HIV comprehensive knowledge and prevalence among 1818 young adolescents in Akwa Ibom State Nigeria using the AIDS indicator survey, 2017 [ 26 ]. The result of the study showed low levels of comprehensive HIV knowledge (9.4%) among young adolescents, and the majority (93%) of young adolescents perceived themselves not to be at risk of HIV. Another study on peer education as an effective behavior change strategy among in-school adolescents attending mixed secondary school in Osun State using a pretested semi-structured questionnaire, revealed that although the level of awareness about AIDS at the pre-intervention stage was very high with more than 9 out of 10 respondents in both the study and control groups being aware of the disease called AIDS, the comprehensive knowledge about HIV/AIDS was rather poor [ 27 ].

Knowledge of HIV/AIDS among in-school adolescents after Intervention

The findings showed that the knowledge of HIV/AIDS among the respondents in the test group rapidly increased after the peer-based health education intervention was conducted. From the result presented in Table  1 , the knowledge of the respondents in the test group increased for all the questions after the study intervention. Their knowledge increased from 27 to 81%. The result of the Chi-square test analysis comparing the students’ knowledge of HIV at baseline and after study intervention showed that the test was statistically significant for all the eighteen questions ( P  < 0.05) except questions 13 and 16. This means that the knowledge of the students in the test group increased for almost all the questions after the study intervention. The knowledge of the majority (73.3%) of the respondents in the control group which scored 33.3% at baseline didn’t increase for any of the questions at the post-test. This result was in line with an Intervention study conducted by Adeomi et al. which was conducted in three stages; before intervention, intervention, and after intervention 23 . The impact of peer education was evaluated 12 weeks after intervention. After the peer education intervention, those with good knowledge and positive attitudes towards HIV/AIDS increased significantly from 50.0% to 86.7% and from 49.0% to 85.6% respectively ( P  < 0.05). This finding is also consistent with the findings of Chizoba A.F et al. on the effects of peer and provider-based education interventions on HIV/AIDS knowledge and behaviour risk among in-school adolescents in Nigeria [ 28 ]. The researchers noted very significant differences between intervention groups and control groups after intervention. The study conducted in the Dominican Republic reported that respondents who received sex education (intervention group) were 1.72 times more likely to have high HIV/AIDS knowledge than respondents who reported not receiving sex education (control group) [ 29 ]. A program evaluation study of developing countries similarly demonstrated that participants who received HIV prevention education intervention reported superior knowledge when compared with the control group. The study conducted to assess the effects of peer education on AIDS knowledge and sexual behavior among youths on national service and secondary school students in Nigeria further showed that both youths and students who received HIV (prevention intervention) HPI reported superior knowledge of HIV/AIDS than their counterparts who did not. The result showed that the peer health education intervention had positive effects on both youths and students who received the intervention [ 30 ]. A study conducted on the Impact of a Peer Public Health Education Programme on Adolescent Students’ Knowledge of HIV/AIDS and Attitude Towards People Living with HIV/AIDS in Abia State, South East Nigeria revealed that the adolescent students who were given peer education training attained higher knowledge of HIV/AIDS and also showed a greater positive attitude towards people living with HIV/AIDS. The researchers noted that the result of the research proved that peer education training is evidenced in attaining higher knowledge of HIV/AIDS and in showing a greater positive attitude towards people living with HIV/AIDS [ 31 ]. Also, the study conducted in Khartoum, Suda on the effect of AIDS peer health education on knowledge, attitudes, and practices of secondary school students showed that the intervention program improved participants’ knowledge from 75.5% to 83.2%. The study concluded that school peer education is an effective approach to inform students of unsafe sexual behavior about HIV/AIDS [ 32 ].

Peer-health education is encouraged to be used as a means of improving HIV/AIDS knowledge/awareness among adolescents and young adults to achieve HIV pandemic control especially as adolescents/young adults are contributing to more than half of new infections.

This study showed that the knowledge of in-school adolescents in the Akwakumma Girls Secondary School Owerri in Imo State was low at the baseline. Baseline HIV knowledge among the adolescents was unimpressive, and this calls for urgent concern. Peer-based health education resulted in better knowledge of the students in the test group on information on HIV/AIDS; its mode of transmission and prevention. The knowledge of the students in the control group did not improve during the post-test. Adolescents are the leaders of the next generation hence they need to be adequately equipped with the right information on HIV/AIDS for targeted prevention.

Recommendation

It is recommended that this same study should be replicated in many areas, and peer-based health education should be inculcated in the curricula of secondary schools. This will ensure they are getting the right information. They are at the stage where they have access to much information, hence the need to ensure they are getting the right ones.

Availability of data and materials

All data generated or analyzed during this study are included in this published article.

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Public Health Department, Federal University of Technology, Owerri Imo State, Nigeria

Chinelo Judith Ezelote, Nkechi Joy Osuoji, Adaku Joy Mbachu, Chikadibia Kizito Odinaka, Ogochukwu Mildred Okwuosa, Chinaemelum Juliet Oli & Chimburuoma Georgina Ignatius

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Contributions

Ezelote Judith Chinelo conceptualized the idea, and was part of the study design initiation, study implementation, and drafting of the manuscript. MJA was part of the study design initiation. IGC was part of the study design initiation and implementation. OMO assisted with the implementation. OKC assisted with statistical expertise in conducting the primary statistical analysis. OJC assisted with statistical expertise in conducting the primary statistical analysis. OJN assisted to draft the manuscript.

Corresponding author

Correspondence to Chinelo Judith Ezelote .

Ethics declarations

Ethics approval and consent to participate.

The study was conducted according to the guidelines of the Declaration of Helsinki and approved by the Health Research Ethics Committee of Federal Medical Centre (FMC), Owerri Imo State, Nigeria (Under the Chairmanship of Dr. I.I. Ike, MBBS, FMCPAED) dated 9th May, 2023. Informed consent was obtained from all the respondents involved in the study. And for minors informed consent was also obtained from their parents.

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Not applicable.

Competing interests

The authors declare no competing interests.

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Ezelote, C.J., Osuoji, N.J., Mbachu, A.J. et al. Effect of peer health education intervention on HIV/AIDS knowledge amongst in-school adolescents in secondary schools in Imo State, Nigeria. BMC Public Health 24 , 1029 (2024). https://doi.org/10.1186/s12889-024-18536-4

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Received : 06 November 2023

Accepted : 05 April 2024

Published : 12 April 2024

DOI : https://doi.org/10.1186/s12889-024-18536-4

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