The integration of ultrasound into medical education remains insufficiently addressed, with no international consensus on its incorporation into curricula or skills testing. A survey found that most European universities do not include ultrasound in their pre-clinical programs [1]. Although many studies advocate for its inclusion in anatomy teaching [2–4], a systematic review questions the proven value of clinical ultrasound for medical students and suggests that the financial and time investments may not be justified [5]. The COVID-19 pandemic has further complicated hands-on training, necessitating new teaching methods to ensure adequate ultrasound education [6]. Recent approaches have included social media networks [7], online modules [8], and simulators [9]. A previous study indicated the feasibility of self-learning and telepresence instruction for focused cardiac ultrasound [10]. There is ongoing debate regarding the widespread adoption of online teaching methods, or at least their inclusion to mitigate potential educational disruptions in the future [11, 12]. This pilot study aims to compare teledidactic teaching with traditional face-to-face teaching for abdominal, thoracic, and thyroid ultrasound.