Effective feedback is a cornerstone of successful learning and professional development. This presentation explores the concept of feedback literacy, its importance for both trainees and trainers, and the connection between evaluative judgement and feedback literacy. Additionally, it examines how feedback literacy can enhance self-efficacy in sonographer training.
Feedback literacy refers to the ability to understand, appreciate, and utilise feedback for improvement. For sonographers, developing feedback literacy is crucial as it fosters a culture of continuous learning and professional growth. Trainees benefit from constructive feedback, which helps them identify areas for improvement and build confidence in their skills. Supervisors, on the other hand, enhance their teaching effectiveness by providing clear, actionable feedback.
There are strong connections to be made between feedback literacy and evaluative judgement and clinical self-efficacy. Evaluative judgement involves the capacity to make informed decisions about the quality of one's own work and that of others. By developing evaluative judgement, trainees can better interpret feedback and use it to enhance their performance. This process not only improves technical skills but also promotes critical thinking and self-reflection. When trainees receive effective feedback and learn to use it constructively, their self-efficacy increases, leading to greater motivation and persistence in their training.
This presentation will provide practical strategies for building feedback literacy in sonographer training, emphasising the collaborative efforts of students and supervisors. By fostering a supportive feedback environment, we can enhance the learning experience and prepare trainees for successful careers in sonography.

Introduction: There is currently a shortage of Australian rural and regional sonographers. To address this, we need to train sonographers in the regions, who will stay to service their communities. Gaining training positions for students and providing safe, effective, supervised sonographic training, where there is a deficit of qualified sonographers is a challenge.
Method: An autoethnographic approach was used to explore challenges of student sonographers and their clinical supervisors to identify potential solutions. Employers, trainees and supervisors were consulted in the process of identifying difficulties in training.
Results: Upon discussion and reflection, complexities to be considered include different workplace requirements, demands and case mixes. Addressing the needs of each is complex, in addition the different way sonography students are trained provides challenges due to different pathways and service provisions
Conclusion: Identifying challenges will help move forward to further discussion with stakeholder (employers, universities and trainees) to have potential solutions for the future.
Take home message: There is potential for discussion and review of ways to provide solutions to these challenges for support and provision of supervision in the rural regions for the future. With the goal of providing equitable ultrasound service delivery to rural and regional regions.

Introduction: Deliberate practice is a structured and purposeful approach to skill acquisition, essential for mastering the complexities of ultrasound. This presentation explores how deliberate practice can accelerate learner outcomes without impacting clinical throughput, focusing on its application in ultrasound education through the GOOSE (Get the window, Optimise the view, Optimise the image, Select the images, Explain the findings [3]) teaching and learning framework.
Methods:The session begins by defining deliberate practice, emphasising its core principles: specific goals, focused attention, feedback, and repetition. Attendees will learn why deliberate practice is crucial for developing proficiency, particularly in ultrasound, where technical and interpretative skills must harmonise. Using the GOOSE framework, we outline deliberate practice exercises tailored to each stage of the scanning process. For instance, targeted drills for “Get the window” train learners to locate anatomical windows efficiently, while structured feedback loops for “Optimise the image” refine technical adjustments. These exercises are designed to build confidence and competence, ensuring learners can perform consistently in real-world scenarios.
Take home message: By integrating deliberate practice into ultrasound education, instructors can offer a systematic and scaffolded learning experience, transforming the way learners approach scanning. Attendees will leave equipped with actionable strategies to implement deliberate practice, ultimately enhancing skill acquisition and learner outcomes in their own teaching environments. This presentation is essential for educators seeking innovative methods to advance ultrasound training and bridge the gap between theory and practice.

Providing a productive learning environment is key to foster the clinical development of student Sonographers. SKG Radiology has one of the largest and most successful training programs in Australia that has continually evolved since its commencement in 1995. This program encourages reflection and self directed learning in students, and provides a supportive environment to move students from a novice level, through to achieving competency as an entry level qualified Sonographer in Australia. This talk will touch on some of the key aspects of our training program with tips on how to successfully provide practical training to ultrasound students.

Introduction: Clinical educators (CE) are essential in bridging the gap between theoretical knowledge and clinical application, ensuring professional growth of healthcare teams and delivery of high-quality patient care. Recognising this, a multidisciplinary CE Team was established in mid-2024.
Method: The education team has been working collaboratively to identify gaps in the education space and adapt training programs to meet evolving needs. This was achieved through comprehensive surveys of staff to gather insights on areas for improvement. Using this feedback, the team has refined training programs and introduced innovative teaching methods, with the hope of integrating simulation-based learning into the department to further enhance practical skills and decision-making in a controlled environment.
Results: Early results include the introduction of a monthly newsletter, multimodality workshops, and comprehensive review of the modality training programs. Key operational advancements include the automation of continuing professional development (CPD) processes, credentialing, and the issuance of CPD certificates, streamlining administrative tasks and improving efficiency. Additionally, a range of online resources has been developed to support ongoing learning.
Conclusion: The establishment of a multidisciplinary CE Team has significantly contributed to advancing education and training within imaging departments. Early results demonstrate the value of collaboration and innovation in enhancing learning outcomes and professional development.
Take Home Message: The introduction of a dedicated CE Team underscores the importance of clinical educators in shaping the future of medical imaging. By fostering collaboration and embracing modern teaching tools and automated processes, the team is driving improvements in education, professional development, and patient care.