Purpose
Integrating real patient encounters into medical education has been recognized for its potential to enhance student engagement and deepen understanding of clinical complexities. Literature suggests that such integrations provide practical context to knowledge, improving student comprehension and retention in complex medical fields like cardiovascular pathology. Building upon this foundation, our study aims to evaluate the impact of combining a real patient encounter with a case-based learning (CBL) session within a Cardiovascular System course. This study focuses on assessing first-year medical students' perceptions and engagement with this approach.

Methods
In the final week of the course, 84 students will engage in a 1.5-hour CBL on an intricate cardiology case. Facilitators will lead students through a collaborative process involving medical knowledge, data analysis, hypothesis generation, and decision-making between multiple paths. This session is uniquely designed around a real-life case, concluding with an introduction to the actual patient. This direct interaction is intended to enhance students' understanding of the human elements in medical practice, thereby fostering empathy and communication skills needed in clinical settings. After the session, a survey will gather student attitudes, perceptions, and engagement regarding the integration of a CBL and real patient encounter.

Results
Data is collected during the Cardiovascular System course. The results of the survey demonstrate student perceptions related to student engagement, understanding of medical concepts, communication skills, and empathy towards patients. The results will provide insights into the value of incorporating real-world patient interactions within academic settings to enrich medical education.

Conclusions
This study aims to illustrate the benefits of enhancing traditional CBLs with real patient interactions, potentially leading to increased student engagement for a richer educational experience. The anticipated insights could inform future educational strategies, advocating for the inclusion of patient encounters in medical curricula to effectively bridge theoretical learning with clinical practice.