Teaching pathophysiology in a systems‐based curriculum: use of a Student Auscultation Manikin (SAM)

Abstract

One purpose of a systems‐based preclinical medical education curriculum is to facilitate integration of basic and clinical science knowledge and skills. At this institution (LMU‐DCOM) introduction of preclinical medical students to fundamental clinical skills begins immediately. The development of activities that promote integration of basic and clinical sciences is essential for a successful systems‐based medical education. At LMU‐DCOM the use of an auscultation manikin (Cardionics) has been introduced in the second year cardiovascular systems course. The manikin permits an instructor to demonstrate the proper use of auscultation techniques as the students listen to typical normal and abnormal sounds through wireless stethoscopes. Questionnaires using a 4‐point Likert scale assessed student attitudes regarding the laboratory. Open‐ended questions regarding the cardiovascular course as a whole and the SAM were also administered. Students overwhelmingly responded positively to the SAM exercise. Responses were 68.3% positive regarding understanding of normal cardiac valvular function, 68.3% positive regarding diagnosis of valvular diseases, and 65.85% positive for recognition of non‐valvular defects. 90.2% of students wanted more time with the SAM. This laboratory was most often cited as the most effective component of the course. Performance on a written quiz immediately after the laboratory was 87.6% ± 22.4 (SD) versus 83.7% ± 6.2 for the cardiovascular system course examinations. This experience with the auscultation manikin demonstrates that simulation exercises can stimulate interest in learning and effectively promote integration of basic pathophysiology and clinical science practical procedures in the preclinical curriculum. This work was supported by LMU‐DCOM.