Purpose:
To investigate preclinical medical learners’ confidence and perspectives on cardiac auscultation when presented in a novel fashion, combining peer-to-peer teaching, popular songs, audio technology, and hands-on experience during a simulation.

Methods:
A multimodal simulation, which was integrated within the University of Massachusetts Chan Medical School’s preclinical physical diagnosis curriculum, focused on cardiac auscultation and its relation to topics including trauma-informed care and supporting patients with disabilities. Groups of students were led through a simulation designed and taught by a current medical student. Pre- and post-surveys using four-point Likert scale questions and open-response questions measured learners’ level of agreement with statements regarding confidence and interest. Results were analyzed with Mann-Whitney U tests for Likert scale questions, and open-response questions were reviewed to clarify takeaways.

Results:
Data was collected from over 60 simulation sessions. Post-survey results showed a statistically significant increase in multiple parameters compared to pre-survey data including, level of confidence in listening to heart sounds, confidence in listening to heart sounds on patients, confidence in ability to apply trauma-informed care principles, confidence in ability to support patients with disabilities, and interest in using simulation for medical education (p < 0.05). Open-response feedback highlighted themes of learner appreciation for the inclusion of music, requesting longer sessions, and a desire for more educational simulations.

Conclusion:
The findings highlight the potential benefits of multimodal simulations through the use of diverse technologies and teaching methods in order to enhance education. Simulations are an immersive opportunity to apply concepts of equity and inclusion during guided exploration, which allows students the opportunity to have the confidence to make mistakes and learn from them.