Treffer: Reimagining the Undergraduate Medical Education Systems-Based Course: An Example for the Cardiovascular System.
Title:
Reimagining the Undergraduate Medical Education Systems-Based Course: An Example for the Cardiovascular System.
Authors:
Winchester DE; From the Department of Medicine, Division of Cardiovascular Medicine, University of Florida College of Medicine, Gainesville, FL.
Source:
Critical pathways in cardiology [Crit Pathw Cardiol] 2025 Dec 01; Vol. 24 (4), pp. e0401. Date of Electronic Publication: 2025 Aug 22.
Publication Type:
Journal Article
Language:
English
Journal Info:
Publisher: Lippincott, Williams & Wilkins Country of Publication: United States NLM ID: 101165286 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1535-2811 (Electronic) Linking ISSN: 15352811 NLM ISO Abbreviation: Crit Pathw Cardiol Subsets: MEDLINE
Imprint Name(s):
Original Publication: Hagerstown, MD : Lippincott, Williams & Wilkins c2002-
MeSH Terms:
References:
Narang A, Velagapudi P, Rajagopalan B, et al. A new educational framework to improve lifelong learning for cardiologists. J Am Coll Cardiol. 2018;71:454–462.
Chatterjee D, Corral J. How to write well-defined learning objectives. J Educ Perioper Med. 2017;19:E610.
Yeo S. An analysis of verbs used in the course outcomes of outcome-based integrated courses at a medical school based on the taxonomy of educational objectives. Korean J Med Educ. 2019;31:261–269.
Darwin A, Mason A, Clare AF, et al. Teaching to teach: a scoping review of teaching skill-development programs across medical education. South Med J. 2025;118:260–266.
Bradbury N. Do students really have an inability to concentrate during lectures? Acad Med. 2017;92:428.
Gutierrez-Gonzalez R, Royuela A, Zamarron A. Student engagement in a flipped undergraduate medical classroom to measure optimal video-based lecture length. Med Educ Online. 2025;30:2479752.
Gutierrez-Gonzalez R, Zamarron A, Royuela A. Video-based lecture engagement in a flipped classroom environment. BMC Med Educ. 2024;24:1218.
McCoy L, Pettit RK, Kellar C, et al. Tracking active learning in the medical school curriculum: a learning-centered approach. J Med Educ Curric Dev. 2018;5:2382120518765135.
Heck AJ, Cross CE, Tatum VY, et al. Active learning among health professions’ educators: Perceptions, barriers, and use. Med Sci Educ. 2023;33:719–727.
Kirkpatrick JD, Kirkpatrick WK. Kirkpatrick Then and Now: A Strong Foundation for the Future. St. Louis, MO: Kirkpatrick Partners; 2009.
Bucklin BA, Asdigian NL, Hawkins JL, et al. Making it stick: use of active learning strategies in continuing medical education. BMC Med Educ. 2021;21:44.
Greenberg GS, Mansour M. Evaluation of a novel cardiology undergraduate medical education curriculum. Cureus. 2022;14:e27360.
Lees-Murdock DJ, Khan D, Irwin R, et al. Assessing the efficacy of active learning to support student performance across undergraduate programmes in biomedical science. Br J Biomed Sci. 2024;81:12148.
Goodwin RL, Nathaniel TI. Effective feedback strategy for formative assessment in an integrated medical neuroscience course. Med Sci Educ. 2023;33:747–753.
Mogali SR, Rotgans JI, Rosby L, et al. Summative and formative style anatomy practical examinations: do they have impact on students’ performance and drive for learning? Anat Sci Educ. 2020;13:581–590.
Sahoo S, Tirpude AP, Tripathy PR, et al. The impact of periodic formative assessments on learning through the lens of the complex adaptive system and social sustainability principles. Cureus. 2023;15:e41072.
Price DW, Wang T, O’Neill TR, et al. The effect of spaced repetition on learning and knowledge transfer in a large cohort of practicing physicians. Acad Med. 2025;100:94–102.
Durrani SF, Yousuf N, Ali R, et al. Effectiveness of spaced repetition for clinical problem solving amongst undergraduate medical students studying paediatrics in Pakistan. BMC Med Educ. 2024;24:676.
French BN, Marxen TO, Akhnoukh S, et al. A call for spaced repetition in medical education. Clin Teach. 2024;21:e13669.
Chatterjee D, Corral J. How to write well-defined learning objectives. J Educ Perioper Med. 2017;19:E610.
Yeo S. An analysis of verbs used in the course outcomes of outcome-based integrated courses at a medical school based on the taxonomy of educational objectives. Korean J Med Educ. 2019;31:261–269.
Darwin A, Mason A, Clare AF, et al. Teaching to teach: a scoping review of teaching skill-development programs across medical education. South Med J. 2025;118:260–266.
Bradbury N. Do students really have an inability to concentrate during lectures? Acad Med. 2017;92:428.
Gutierrez-Gonzalez R, Royuela A, Zamarron A. Student engagement in a flipped undergraduate medical classroom to measure optimal video-based lecture length. Med Educ Online. 2025;30:2479752.
Gutierrez-Gonzalez R, Zamarron A, Royuela A. Video-based lecture engagement in a flipped classroom environment. BMC Med Educ. 2024;24:1218.
McCoy L, Pettit RK, Kellar C, et al. Tracking active learning in the medical school curriculum: a learning-centered approach. J Med Educ Curric Dev. 2018;5:2382120518765135.
Heck AJ, Cross CE, Tatum VY, et al. Active learning among health professions’ educators: Perceptions, barriers, and use. Med Sci Educ. 2023;33:719–727.
Kirkpatrick JD, Kirkpatrick WK. Kirkpatrick Then and Now: A Strong Foundation for the Future. St. Louis, MO: Kirkpatrick Partners; 2009.
Bucklin BA, Asdigian NL, Hawkins JL, et al. Making it stick: use of active learning strategies in continuing medical education. BMC Med Educ. 2021;21:44.
Greenberg GS, Mansour M. Evaluation of a novel cardiology undergraduate medical education curriculum. Cureus. 2022;14:e27360.
Lees-Murdock DJ, Khan D, Irwin R, et al. Assessing the efficacy of active learning to support student performance across undergraduate programmes in biomedical science. Br J Biomed Sci. 2024;81:12148.
Goodwin RL, Nathaniel TI. Effective feedback strategy for formative assessment in an integrated medical neuroscience course. Med Sci Educ. 2023;33:747–753.
Mogali SR, Rotgans JI, Rosby L, et al. Summative and formative style anatomy practical examinations: do they have impact on students’ performance and drive for learning? Anat Sci Educ. 2020;13:581–590.
Sahoo S, Tirpude AP, Tripathy PR, et al. The impact of periodic formative assessments on learning through the lens of the complex adaptive system and social sustainability principles. Cureus. 2023;15:e41072.
Price DW, Wang T, O’Neill TR, et al. The effect of spaced repetition on learning and knowledge transfer in a large cohort of practicing physicians. Acad Med. 2025;100:94–102.
Durrani SF, Yousuf N, Ali R, et al. Effectiveness of spaced repetition for clinical problem solving amongst undergraduate medical students studying paediatrics in Pakistan. BMC Med Educ. 2024;24:676.
French BN, Marxen TO, Akhnoukh S, et al. A call for spaced repetition in medical education. Clin Teach. 2024;21:e13669.
Contributed Indexing:
Keywords: problem-based learning; self-directed learning; simulation training; undergraduate medical education
Entry Date(s):
Date Created: 20250822 Date Completed: 20251201 Latest Revision: 20251201
Update Code:
20251201
DOI:
10.1097/HPC.0000000000000401
PMID:
40844375
Database:
MEDLINE
Weitere Informationen
Purpose: To describe the experience and results of adopting evidence-based teaching strategies in a cardiovascular system course for undergraduate medical students.
Material and Methods: Evidence-based methods for teaching undergraduate medical students were combined with feedback from students to inform and implement several changes to the course structure, content, and teaching methods.
Results and Conclusions: The course was restructured with new learning objectives, "mini-tracks," 30-minute lectures, and purposeful repetition. Active learning (AL) was increased to 32 of 101 learning activities AL (31.7%). The overall approval rating for the course substantially increased after changes were made. Course directors should periodically review their learning activities for opportunities to adopt evidence-based educational techniques.
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