Number
422
Name
Matters of the Heart: A Scoping Review on How We Teach and Learn Cardiac Anatomy
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Jeswende Seedu, University of British Columbia
Luoyi Cheng, McMaster University
Ella Ying, McMaster University
Eimaan Shahid, McMaster University
Nal-lah Futa, McMaster University
Niket Sampalli, McMaster UniversityUniversity of British Columbia
Ilana Bayer, McMaster University
Presentation Topic(s)
Instructional Methods
Description
PURPOSE
Cardiac anatomy is a crucial component of health and medical education.
Traditional teaching methods (e.g. lectures, textbooks, or cadavers) are
structured and didactic, and there is growing interest in novel pedagogies
(e.g. case-based learning, virtual reality (VR), imaging practice) affording
a greater degree of self-directed or experimental learning. This review aims
to collate and compare traditional and emerging cardiac anatomy pedagogies
and their effectiveness on students’ learning (knowledge, application, and
perceptions).
METHODS
MEDLINE, EMBASE, CINAHL, and Web of Science will be searched for studies
investigating any cardiac anatomy teaching techniques in post-secondary
health professions students. Included studies will be independently screened
by two reviewers, with disputes settled via third party.
RESULTS
Preliminary analysis of 11 studies (8 RCTs) involving 891 students revealed
distinct trends in performance based on teaching modality. Regarding
anatomical knowledge, students using immersive technologies (e.g. VR or Mixed
Reality) outperformed those with traditional resources and 3D-printed models.
For example, using mixed reality compared to 3D-printed models improved
accuracy in assessing congenital defects (62.7% vs. 46.0%, p=0.009). For
practical skills, resources emphasizing active involvement demonstrated
superiority over passive learning. Self-directed e-modules and VR simulations
significantly improved ultrasound image acquisition and diagnostic accuracy.
Further, hands-on ultrasound training significantly enhanced students’
spatial understanding, increasing mental rotation test scores from 65.7% to
81.0%. Students consistently reported higher satisfaction and confidence with
interactive technologies, though cognitive load management varied across
modalities.
CONCLUSIONS
The most common and effective pedagogies found in our search were extended
realities (VR, AR, MR) and ultrasound practice. These are self-paced and
highly interactive resources or activities that can closely simulate
real-life situations. Although no teaching method can address all aspects of
learning, educators should incorporate interactive and high-fidelity
activities/resources into curricula to maximize students’ learning potential.
Cardiac anatomy is a crucial component of health and medical education.
Traditional teaching methods (e.g. lectures, textbooks, or cadavers) are
structured and didactic, and there is growing interest in novel pedagogies
(e.g. case-based learning, virtual reality (VR), imaging practice) affording
a greater degree of self-directed or experimental learning. This review aims
to collate and compare traditional and emerging cardiac anatomy pedagogies
and their effectiveness on students’ learning (knowledge, application, and
perceptions).
METHODS
MEDLINE, EMBASE, CINAHL, and Web of Science will be searched for studies
investigating any cardiac anatomy teaching techniques in post-secondary
health professions students. Included studies will be independently screened
by two reviewers, with disputes settled via third party.
RESULTS
Preliminary analysis of 11 studies (8 RCTs) involving 891 students revealed
distinct trends in performance based on teaching modality. Regarding
anatomical knowledge, students using immersive technologies (e.g. VR or Mixed
Reality) outperformed those with traditional resources and 3D-printed models.
For example, using mixed reality compared to 3D-printed models improved
accuracy in assessing congenital defects (62.7% vs. 46.0%, p=0.009). For
practical skills, resources emphasizing active involvement demonstrated
superiority over passive learning. Self-directed e-modules and VR simulations
significantly improved ultrasound image acquisition and diagnostic accuracy.
Further, hands-on ultrasound training significantly enhanced students’
spatial understanding, increasing mental rotation test scores from 65.7% to
81.0%. Students consistently reported higher satisfaction and confidence with
interactive technologies, though cognitive load management varied across
modalities.
CONCLUSIONS
The most common and effective pedagogies found in our search were extended
realities (VR, AR, MR) and ultrasound practice. These are self-paced and
highly interactive resources or activities that can closely simulate
real-life situations. Although no teaching method can address all aspects of
learning, educators should incorporate interactive and high-fidelity
activities/resources into curricula to maximize students’ learning potential.
Presentation Tag(s)
Student Presentation