Why We Teach the Way We Do.

Origin Story.

Our work with ultrasound began at the bedside in 1976—long before it became widely taught or standardized. In 1981, that clinical experience took shape as Keith Mauney & Associates, dedicated to teaching ultrasound through hands-on practice and clinical reasoning.

From the beginning, we understood ultrasound not as a technology to master, but as a clinical tool that requires judgment, context, and responsibility to the patient.

Producing an image, or Doppler survey is only part of the work. The greater responsibility lies in understanding what those findings means for the person being examined and how they should inform care.

Rather than expanding class size or compressing material, we chose restraint: fewer learners, unhurried discussion, and direct guidance at the machine. That decision shaped our teaching from the outset and continues to guide the institute today.

How the Teaching Model Formed.

Before there were protocols to follow, there were patients to understand. That reality shaped how we teach—and why we still begin with judgment, not technology. Ultrasound is a tactile discipline. Image acquisition, anatomy, probe mechanics, and interpretation cannot be learned in isolation.

Our teaching model developed from observing where clinicians struggle most—spatial reasoning, incomplete mental models, and lack of real-time feedback. By teaching these elements together while learners are actively scanning, understanding forms quickly and remains stable under pressure.

What We Believe About Learning.

• Learning requires time and attention.

• Confidence develops through correction.

• Technology supports judgment; it does not replace it.

• Image quality and interpretation are inseparable.

• Teaching must adapt to the learner.

• Mastery grows through purposeful repetition.

When Understanding Reconnects→

The Founder.

Keith Mauney’s work in bedside care and ultrasound education has always centered on clinical thinking. His institution's focus is not volume or recognition, but helping clinicians translate what they see into sound decisions.

Many thousands of our students reflect that same priority. across the globe.

Founder's Bio→

Attendee Voices.

Participants often describe a change not in speed, but in clarity.

“I understand what I’m seeing now.”

“I know why I’m adjusting the probe, not just how.”

These outcomes reflect durable learning that carries into daily practice.

Read Them All→

A Different Approach by Design.

We do not scale by crowd size.

We do not teach through screens.

We do not rush skill acquisition.

Small-group, hands-on instruction allows careful observation, direct correction, and clinical clarity. This approach may take longer—but it's built to last.

Why Our Campus Hotel Model Works.

Learning ultrasound well requires focus, repetition, and the freedom to stay with a concept until it truly settles. Our campus hotel model removes the constant friction that often works against that process. Your suite, the classroom, and the scan lab are all within the same secure setting—allowing your attention to remain where it belongs.

Full suites with kitchens provide comfort and autonomy, especially for clinicians traveling alone or away from family, and quiet evenings support reflection rather than fatigue.

This model intentionally blends learning and restoration, so you leave not only more capable at the bedside, but genuinely replenished.

Tour the Campus→

Fifteen minutes from D-FW and Love Field airports, our Las Colinas campus was chosen for its ease of travel, safety, and calm, all-in-one environment—allowing you to focus on learning while staying comfortably connected to both Dallas and Fort Worth.