Introduction: Sonographer education varies internationally, reflecting differences in healthcare systems, regulation, and workforce needs. This session examines how the US, Australia, New Zealand and the UK prepare, credential, and support their sonography workforce. Comparing entry pathways, accreditation models, and professional development requirements, participants will gain insights to strengthen local training and career progression.
Method: Educational models were reviewed across selected countries, focusing on: (1) entry requirements and credentialing systems; (2) the role of accreditation bodies and professional organizations; and (3) approaches to clinical training, assessment, and continuing professional development.
Results: The US emphasizes accredited academic programs and national certification examinations. Australian programs are postgraduate and include structured clinical training, with an ASAR registry listing required to provide services reimbursed under Medicare. In New Zealand, postgraduate education integrates clinical practice, and sonographers must register with the MRTB. UK education follows postgraduate routes, but the title “sonographer” is not legally protected. Despite structural differences, common themes include competency-based assessment, supervised clinical training, and pathways for advanced practice.
Conclusion: Although educational structures differ, sonographer preparation worldwide relies on shared foundations of accreditation, competency assurance, and continuing education.
Take-Home Message: Adopting proven international strategies (competency frameworks, robust clinical supervision, and advanced practice pathways) can enhance training quality, support professional mobility, and prepare a flexible workforce for evolving healthcare demands.

Introduction: Teaching medical ultrasound can be a challenge as there are many factors that need to be considered if there is to be a successful outcome. A major issue is dealing with underperforming students who can be a huge impediment to the smooth running of a training program.
Methods: This talk looks at the student / tutor relationship, the steps to clinical competence and skill acquisition and how to make the process less stressful.
Discussion: Introducing the use of suitable learning resources for student sonographers can benefit both the trainee and supervisor. The use of student learning and skill acquisition plans for teaching clinical ultrasound has been shown to improve the quality of outcomes for our students. These plans transfer the onus of responsibility for learning to the student, thus making the tutors task easier – which relates to focused learning and successful students. Key factors in teaching ultrasound students are; Knowledge - theory, evidence for clinical practice, Skills - communication & psychomotor and Attitudes - work place practices, behaviours & professionalism.

Introduction: With every ultrasound examination performed there is a risk of transmission of bacterial and viral pathogens. Whether this is from equipment to patient, operator to patient, or patient to patient, there may be a probability of cross contamination, and efforts should be made to decrease the risk of infection. The ASA has updated Infection Protection and Control (IPC) recommendations & created a flow chart for easier compliance however understanding IPC in clinical practice with varying guidelines and statements may not always be straight forward.
Methods: This talk aims to dissect the ASA clinical statements and discuss any controversial issues in the hope that practitioners will feel more confident in applying the most suitable IPC in their practice.
Take-home message: Understanding not only why IPC is important but that efficient IPC is incorporated into your everyday ultrasound practice will improve patient safety