Number
824
Name
A Basic-To-Clinical Scaffolding Simulation Model To Promote Integration And Application Of Cardiovascular Medical Knowledge.
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Rakesh Ravikumaran Nair, Florida International University Herbert Wertheim College of Medicine
Emiri Uchiyama, Florida International University Herbert Wertheim College of Medicine
Israel Castillo Gonzalez, Florida International University Herbert Wertheim College of Medicine
Gagani Athauda, Florida International University Herbert Wertheim College of Medicine
Rebecca Toonkel, Florida International University Herbert Wertheim College of Medicine
Jenny Fortun, Florida International University Herbert Wertheim College of Medicine
Presentation Topic(s)
Technology and Innovation
Description
PURPOSE
Rapid shifts in medical education require adaptive models that help
learners integrate foundational sciences with clinical reasoning. Early
learners often find it difficult to apply anatomy, physiology, pathology, and
pharmacology cohesively during acute care scenarios such as acute coronary
syndromes (ACS). To support learner growth during curricular changes and
foster more adaptive clinical thinking, we implemented a sequential, five-station
chest pain simulation. This study aimed to evaluate whether this structured,
stepwise approach using a basic-to-clinical scaffolding model improves
conceptual integration and performance on NBME-aligned assessments.
METHODS
A novel simulation was designed to mirror the cognitive trajectory of an
ACS case across five consecutive stations: (1) coronary anatomy, (2)
cardiovascular physiology, (3) clinical presentation and ECG interpretation,
(4) cardiac pathology, and (5) pharmacotherapy. Each station included
interactive tasks and was facilitated by a content expert. Outcomes
measurements include student performance on an NBME exam and student
satisfaction survey.
RESULTS
Students demonstrated notable score increases in all Step 1 related questions,
compared with national average (n=24 questions, p<0.0005). In an end of
session survey, respondent students reported greater confidence in explaining
concepts, improved understanding of disease progression and management and
integration of concepts (all above 4 on a 5-point scale). Open ended
responses highlighted that the simulation provided clarity on the workflow,
starting with patient presentation and culminating in management, while
reviewing and synthesizing concepts previously seen within the course.
CONCLUSIONS
A structured, sequential cardiac simulation supports meaningful integration
of basic and clinical sciences. This innovation demonstrates that
intentionally designed, station-based simulations can result in strong
performance and increased confidence, which may better prepare students for
clinical transitions. Lessons learned include the value of scaffolding, real-time
application, and curricular alignment. Future work will examine longitudinal
outcomes and expansion to other organ systems.
Rapid shifts in medical education require adaptive models that help
learners integrate foundational sciences with clinical reasoning. Early
learners often find it difficult to apply anatomy, physiology, pathology, and
pharmacology cohesively during acute care scenarios such as acute coronary
syndromes (ACS). To support learner growth during curricular changes and
foster more adaptive clinical thinking, we implemented a sequential, five-station
chest pain simulation. This study aimed to evaluate whether this structured,
stepwise approach using a basic-to-clinical scaffolding model improves
conceptual integration and performance on NBME-aligned assessments.
METHODS
A novel simulation was designed to mirror the cognitive trajectory of an
ACS case across five consecutive stations: (1) coronary anatomy, (2)
cardiovascular physiology, (3) clinical presentation and ECG interpretation,
(4) cardiac pathology, and (5) pharmacotherapy. Each station included
interactive tasks and was facilitated by a content expert. Outcomes
measurements include student performance on an NBME exam and student
satisfaction survey.
RESULTS
Students demonstrated notable score increases in all Step 1 related questions,
compared with national average (n=24 questions, p<0.0005). In an end of
session survey, respondent students reported greater confidence in explaining
concepts, improved understanding of disease progression and management and
integration of concepts (all above 4 on a 5-point scale). Open ended
responses highlighted that the simulation provided clarity on the workflow,
starting with patient presentation and culminating in management, while
reviewing and synthesizing concepts previously seen within the course.
CONCLUSIONS
A structured, sequential cardiac simulation supports meaningful integration
of basic and clinical sciences. This innovation demonstrates that
intentionally designed, station-based simulations can result in strong
performance and increased confidence, which may better prepare students for
clinical transitions. Lessons learned include the value of scaffolding, real-time
application, and curricular alignment. Future work will examine longitudinal
outcomes and expansion to other organ systems.