Study Objectives: Bedside ultrasonography competency is considered integral to emergency medicine practice and emergency medicine residency programs require bedside ultrasonography training. However, medical students are rarely formally taught bedside ultrasonography. Therefore, we sought to develop and evaluate a standardized bedside ultrasonography curriculum for medical students on their emergency medicine rotation. We hypothesized that this curriculum, composed of Web-based and hands-on didactics, would improve both knowledge of ultrasonography physics and image interpretation ability. Methods: We prospectively enrolled a preliminary convenience sample of 26 medical students (second year (8; 30.8%), third year (11; 42.3%), and 4th year (7; 26.9%)) on their emergency medicine selective or elective rotation. We are presenting data on the first 26 students enrolled, as data collection for the study is ongoing. Medical students completed a 33 multiple-choice question, web-based pre-test, developed by a fellowship-trained bedside ultrasonography expert, assessing knowledge of ultrasonography physics (17 items; 51.5%) and image interpretation (16 items; 49.5%). Upon completing the pre-test, participants viewed 3 narrated video tutorials covering 1) ultrasonography physics, 2) Focused Assessment for Sonography in Trauma (FAST) exam, and 3) ultrasonography-guided vascular access. Next, participants attended a 3-hour bedside ultrasonography simulation-based instructional session, where they applied concepts and techniques learned during the tutorials. Subsequently, participants completed a Web-based post-test, containing identical questions as the pre-test. To validate results, a sample of 15 emergency medicine residents took the same Web-based post-test (5 PGY-1, 33.3%; 3 PGY-2, 20%; 5 PGY-3, 33.3%, and 2 PGY-4, 13.3%) We performed a within-group analysis of participants' pre-test and post-test performance and between-group analysis as compared to the emergency medicine resident sample. Results: The students' pre-test overall mean score was 21.6 out 33 (65.6% (SD 11.1%) made up of a physics mean score of 11.5/17 (67.9% (SD 14.1%) and image interpretation mean score of 10.1/16 (63.2% (SD 15.6%). The students' post-test overall mean score was 28.4/33 (86.3% (SD 9.35%), with a physics mean score of 15.0/17 (88.0% (SD 10.8%) and image interpretation mean score of 13.4/16 (84.1% (SD 12.8%), corresponding to an overall effect size of d=1.7 (95% CI 1.1, 2.3), physics effect size of d=1.5 (95% CI 0.9, 2.0), and image interpretation effect size of d=1.2 (95%CI 0.7, 1.7). There were no statistically significant differences between students' and residents' overall post-test scores (p=0.47) or in any subcategory (physics; p=0.13, image interpretation; p=0.93). Conclusion: A standardized, formal curriculum in bedside ultrasonography consisting of video tutorials and a 3-hour hands-on session significantly improved medical students' ultrasonography physics knowledge and image interpretation ability of FAST and ultrasonography-guided vascular access images. Medical students performed as well as a sample of emergency medicine residents. Future research is required to evaluate image acquisition skills gained, as well as retention of both knowledge and skills into residency training.