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Background Point-of-care ultrasound (POCUS) graduate medical education is expanding across many specialties, but a lack of trained faculty is a common barrier. Even well-designed faculty development programs struggle with retention, yet little is known about the experiences of practicing physicians learning POCUS. Our objective is to explore the experiences of clinician-educators as they integrate POCUS into their clinical and teaching practices to help inform curriculum design. Methods Qualitative study using instrumental case study design to analyze interview data from 18 internal medicine clinician-educators at 3 academic health centers. Interviewees were recruited by program directors at each site to include participants with a range of POCUS use patterns. Interviews took place from July–August 2019. Results Analysis yielded 6 themes: teaching performance, patient care, curriculum needs, workflow and access, administrative support, and professional engagement. Participants felt POCUS enhanced their teaching skills, clinical decision making, and engagement with patients. The themes highlighted the importance of longitudinal supervision and feedback, streamlined integration of POCUS into clinical workflow, and administrative support of time and resources. Interviewees reported learning and teaching POCUS helped combat burn-out and enhance their sense of professional engagement. Conclusions Learning POCUS as a practicing clinician-educator is a complicated endeavor that must take into account mastery of psychomotor skills, existing practice habits, and local institutional concerns. Based upon the themes generated from this study, we make recommendations to help guide POCUS faculty development curriculum design. Although this study focused on internists, the findings are likely generalizable to other specialties with growing interest in POCUS education.

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Introduction. The professional relationships of early career physical therapist (PT) faculty aid in career advancement by supporting scholarly activity. A recent study suggested that a professional network structure that is less interconnected is an effective network for more scholarly activity. However, no studies have addressed the process of how early career PT faculty build their network. The purpose of this study is to develop a theoretical model that explains the process that early career PT faculty use to develop effective networks for scholarly activity. Methods. Participants were purposely selected to represent variations in scholarly productivity and effectiveness in their professional network. One-on-one interviews were conducted with 20 early career PT faculty, representing 15 institutions from 12 states. Questions focused on why individuals were included in the network, how they were connected, and examples of the outcomes of the relationships. Conceptual depth for the theory development was determined through conceptual maps, coding trees, axial coding, member checking, and peer debriefing. Results. We present a theoretical model of the process early career PT faculty members use to develop effective networks for scholarly activity. Motivations to develop network connections were meeting accreditation standards, job requirements, and a desire to contribute to the knowledge base. Network development strategies included reaching out to previously established connections, making new acquaintances within one's current institution, unplanned “fluke” encounters, and “cold calling.” Outcomes of developing network connections were new opportunities, advancing connections, and receiving feedback. Challenges to this process were a lack of time, funding, individual elements, and institutional factors. Discussion and Conclusion. This theory improves our understanding of the process early career faculty use to build professional network connections and use the relationships to generate a scholarly agenda. Traditional introductions, self-initiated contact, and taking advantage of chance encounters can all help early career faculty advance their network connections. Implementing these strategies to develop connections is not only the responsibility of the individual faculty member but also must be encouraged by professional associations and educational institutions. This study underscores the importance of early career faculty connecting with others to be successful in higher education.