Number
432
Name
Bridging Basic Science and Clinical Practice: Assessing Medical Student Learning Through Integrated Cardiovascular Case-Based Education
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Kalista Tapas, Western Michigan University Homer Stryker School of Medicine
Hannah Attasseril, Western Michigan University Homer Stryker School of Medicine
Juliana VanGyseghem, Western Michigan University Homer Stryker School of Medicine
Maria Sheakley, Western Michigan University Homer Stryker School of Medicine
Amy Gyorkos, Western Michigan University Homer Stryker School of Medicine
Presentation Topic(s)
Instructional Methods
Description
PURPOSE
Learning cardiovascular physiology and pathology presents a persistent
challenge in medical education as students must rapidly integrate
foundational concepts with clinical reasoning and diagnostic skills.
Traditional medical education often separates these components, isolating
basic science from its clinical application. This separation can lead to
students mastering facts but struggling to synthesize and apply that
knowledge when presented with a live or simulated patient case. Our study
addresses this translational gap by developing a small-group, task-driven
learning experience designed to promote the integration of cardiovascular
basic science within a clinical context.
METHODS
This activity features five interactive patient cases that include history,
physical examination findings, imaging, and diagnostic data. A SimScope
mannequin, programmed with case-specific auscultation sounds, provides an
authentic clinical experience. First-year students (n=86), working in groups
of 6-7, establish diagnoses and answer questions about underlying
pathophysiology, microbiology, pharmacology, and management of the patient.
Pre- and Post- tests will be administered before and after the 90 minute
intervention. A student perception post- survey will be administered via
RedCap.
RESULTS
Data collection will occur during the Cardiovascular System course. The pre-
and post-tests will compare student performance on questions assessing the
same cardiovascular learning objectives. The perception survey will ask
students to compare effectiveness of the active learning event to traditional
lecture formats. The survey will measure how structured, hands-on approaches
can enhance learners’ diagnostic reasoning, confidence, and appreciation for
the clinical relevance of cardiovascular physiology.
CONCLUSION
This project will provide insight to other educators seeking to incorporate
active learning into the undergraduate medical school pre-clinical
curriculum. The results will demonstrate the effectiveness of a case-based
active learning event in enhancing performance and perceived learning,
offering a model that can be adapted across content areas, other system
courses, and institutions seeking to integrate basic and clinical sciences.
Learning cardiovascular physiology and pathology presents a persistent
challenge in medical education as students must rapidly integrate
foundational concepts with clinical reasoning and diagnostic skills.
Traditional medical education often separates these components, isolating
basic science from its clinical application. This separation can lead to
students mastering facts but struggling to synthesize and apply that
knowledge when presented with a live or simulated patient case. Our study
addresses this translational gap by developing a small-group, task-driven
learning experience designed to promote the integration of cardiovascular
basic science within a clinical context.
METHODS
This activity features five interactive patient cases that include history,
physical examination findings, imaging, and diagnostic data. A SimScope
mannequin, programmed with case-specific auscultation sounds, provides an
authentic clinical experience. First-year students (n=86), working in groups
of 6-7, establish diagnoses and answer questions about underlying
pathophysiology, microbiology, pharmacology, and management of the patient.
Pre- and Post- tests will be administered before and after the 90 minute
intervention. A student perception post- survey will be administered via
RedCap.
RESULTS
Data collection will occur during the Cardiovascular System course. The pre-
and post-tests will compare student performance on questions assessing the
same cardiovascular learning objectives. The perception survey will ask
students to compare effectiveness of the active learning event to traditional
lecture formats. The survey will measure how structured, hands-on approaches
can enhance learners’ diagnostic reasoning, confidence, and appreciation for
the clinical relevance of cardiovascular physiology.
CONCLUSION
This project will provide insight to other educators seeking to incorporate
active learning into the undergraduate medical school pre-clinical
curriculum. The results will demonstrate the effectiveness of a case-based
active learning event in enhancing performance and perceived learning,
offering a model that can be adapted across content areas, other system
courses, and institutions seeking to integrate basic and clinical sciences.
Presentation Tag(s)
Student Travel Award Winner, Student Presentation