Interest in ultrasound education in medical schools has increased dramatically in recent years as reflected in a marked increase in publications on the topic and growing attendance at international meetings on ultrasound education. In 2006, the University of South Carolina School of Medicine introduced an integrated ultrasound curriculum (iUSC) across all years of medical school. That curriculum has evolved significantly over the 9 years. A review of the curriculum is presented, including curricular content, methods of delivery of the content, student assessment, and program assessment. Lessons learned in implementing and expanding an integrated ultrasound curriculum are also presented as are thoughts on future directions of undergraduate ultrasound education. Ultrasound has proven to be a valuable active learning tool that can serve as a platform for integrating the medical student curriculum across many disciplines and clinical settings. It is also well-suited for a competency-based model of medical education. Students learn ultrasound well and have embraced it as an important component of their education and future practice of medicine. An international consensus conference on ultrasound education is recommended to help define the essential elements of ultrasound education globally to ensure ultrasound is taught and ultimately practiced to its full potential. Ultrasound has the potential to fundamentally change how we teach and practice medicine to the benefit of learners and patients across the globe.Electronic supplementary materialThe online version of this article (doi:10.1186/s13089-015-0035-3) contains supplementary material, which is available to authorized users.

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Milingimbi is an isolated, traditionally oriented Aboriginal community in the Northern Territory of Australia. A bilingual program in English and Gupapuyngu was started at Milingimbi School in 1973. For four years, children from both English-only and bilingual classes were tested for achievement in academic subjects. By Year 7, the children from bilingual classes were performing better in seven out of ten tests than the English-only children.Bilingual education is not a new idea, but is virtually as old as formal education itself. The last half century, however, has seen a renewed interest in bilingual education for a variety of reasons. It is maintained that, especially for minority groups who do not have a strong schooling tradition, bilingual education produces better academic results than monolingual education in a second language.

Summary In cases where assisted colonisation is the appropriate conservation tool, the selection of recipient sites is a major challenge. Here, we propose a framework for site selection that can be applied to the Australian biota, where planning for assisted colonisation is in its infancy. Characteristics that will be important drivers in the decision‐making process include the size of a recipient site, the potential to augment corridors and respond to niche gaps, the maximisation of climatic buffering, bioregional similarity, tenure security, and the minimisation of opportunities for hybridisation and invasiveness. Sites we suggest be precluded from assisted colonisation include sites of high species endemism, IUCN category 1 reference reserves and fully‐functioning threatened ecological communities.

Over the past months quite a few people have asked me what the differences are between bilingual education and two-way schooling. I will try to contrast the two models in this paper, partly because it's worth doing anyway and partly because it might be one way to reveal some differences between genuine two-way schooling and pseudo two-way schooling. Of course this is just one white person's view, and involves extrapolations from the types of things that actually are happening in, say, a half dozen schools, to what may happen as a result of a wider shift to Aboriginal control of school philosophy and curriculum.