Number
401
Name
Design and implementation of Interactive Learning Activities in a Cardiovascular Course in an Osteopathic Medical School Curriculum
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Wasana Sumanasekera, Idaho College of Osteopathic Medicine
Launa Lynch, Idaho College of Osteopathic Medicine
Jessica Evans, Idaho College of Osteopathic Medicine
Nasir Butt, Idaho College of Osteopathic Medicine
Joshua Lundberg, Idaho College of Osteopathic Medicine
Andrea Belovich, Idaho College of Osteopathic Medicine
Gary Brandecker, Idaho College of Osteopathic Medicine
Presentation Topic(s)
Instructional Methods
Description
PURPOSE: We have developed and implemented an interactive learning
approach in a cardiovascular course in osteopathic medical education. The
purpose of our study was to provide student physicians with the clinical
skills and applicable knowledge of the cardiovascular system in a more
meaningful way. Specific aims were 1) To introduce hands-on clinical
activities at an early stage to prepare for their clinical activities, and 2)
To provide self-directed learning opportunities.
METHODS: The osteopathic medical students take the Cardiovascular Systems
course during their first year. Within this didactic course, several flipped
classroom approaches, which are hands-on, case-based, and team-based, were
created and implemented. Eight percent of their final grade came from
participating in these activities. The hands-on activities were 1) performing
ECG, 2) vascular & cardiac ultrasound, and 3) chest tube and
pericardiocentesis. The case-based activities were 1) cardiac pharmacology 2)
ischemic heart disease 3) ventricular and atrial dysrhythmia, and 4)
cardiovascular lifestyle and preventative medicine. Team based learning (TBL)
interactive opportunity was the endocarditis, pericarditis, and myocarditis
activity. For the hands-on activities, after the first 10–30-minute
introduction, students practiced their assigned work (e. g. obtaining ECGs,
ultrasound imaging) in groups of 3-5 for about 60-90 minutes. Problem-based
learning approach was utilized in case-based and TBL activities. National
Board of Osteopathic Medical Examiners (NBOME) style cases (clinical
scenarios followed by questions) were provided to the student physicians. The
instructors served as facilitators.
RESULTS: Activities were implemented successfully. Student physicians
participated in all the interactive learning activities, performed assigned
duties, and received the grade.
CONCLUSIONS: Several students stated that they enjoyed interactive hands-on
activities over the others. TBL activity will be improved via providing more
instructional materials prior to the session for the future classes.
approach in a cardiovascular course in osteopathic medical education. The
purpose of our study was to provide student physicians with the clinical
skills and applicable knowledge of the cardiovascular system in a more
meaningful way. Specific aims were 1) To introduce hands-on clinical
activities at an early stage to prepare for their clinical activities, and 2)
To provide self-directed learning opportunities.
METHODS: The osteopathic medical students take the Cardiovascular Systems
course during their first year. Within this didactic course, several flipped
classroom approaches, which are hands-on, case-based, and team-based, were
created and implemented. Eight percent of their final grade came from
participating in these activities. The hands-on activities were 1) performing
ECG, 2) vascular & cardiac ultrasound, and 3) chest tube and
pericardiocentesis. The case-based activities were 1) cardiac pharmacology 2)
ischemic heart disease 3) ventricular and atrial dysrhythmia, and 4)
cardiovascular lifestyle and preventative medicine. Team based learning (TBL)
interactive opportunity was the endocarditis, pericarditis, and myocarditis
activity. For the hands-on activities, after the first 10–30-minute
introduction, students practiced their assigned work (e. g. obtaining ECGs,
ultrasound imaging) in groups of 3-5 for about 60-90 minutes. Problem-based
learning approach was utilized in case-based and TBL activities. National
Board of Osteopathic Medical Examiners (NBOME) style cases (clinical
scenarios followed by questions) were provided to the student physicians. The
instructors served as facilitators.
RESULTS: Activities were implemented successfully. Student physicians
participated in all the interactive learning activities, performed assigned
duties, and received the grade.
CONCLUSIONS: Several students stated that they enjoyed interactive hands-on
activities over the others. TBL activity will be improved via providing more
instructional materials prior to the session for the future classes.