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The utility of a structured, interactive cardiac anatomy teaching session for resident education

Lookup NU author(s): Professor Bob Anderson


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© The Author(s), 2022. Published by Cambridge University Press. Background: Paediatric residents are often taught cardiac anatomy with two-dimensional images of heart specimens, or via imaging such as echocardiography or computed tomography. This study aimed to determine if the use of a structured, interactive, teaching session using heart specimens with CHD would be effective in teaching the concepts of cardiac anatomy. Methods: The interest amongst paediatric residents of a cardiac anatomy session using heart specimens was assessed initially by circulating a survey. Next, four major cardiac lesions were identified to be of interest: atrial septal defect, ventricular septal defect, tetralogy of Fallot, and transposition. A list of key structures and anatomic concepts for these lesions was developed, and appropriate specimens demonstrating these features were identified by a cardiac morphologist. A structured, interactive, teaching session was then held with the paediatric residents using the cardiac specimens. The same 10-question assessment was administered at the beginning and end of the session. Results: The initial survey demonstrated that all the paediatric residents had an interest in a cardiac anatomy teaching session. A total of 24 participated in the 2-hour session. The median pre-test score was 45%, compared to a median post-test score of 90% (p < 0.01). All paediatric residents who completed a post-session survey indicated that the session was a good use of educational time and contributed to increasing their knowledge base. They expressed great interest in future sessions. Conclusion: A 2-hour hands-on cardiac anatomy teaching session using cardiac specimens can successfully highlight key anatomic concepts for paediatric residents.

Publication metadata

Author(s): Kukulski J, Rausa J, Weld J, Jaji A, Ikeda N, Lee B, Thomas L, Anderson RH, Loomba RS

Publication type: Article

Publication status: Published

Journal: Cardiology in the Young

Year: 2023

Volume: 33

Issue: 2

Pages: 208 - 212

Print publication date: 01/02/2023

Online publication date: 22/04/2022

Acceptance date: 24/01/2022

ISSN (print): 1047-9511

ISSN (electronic): 1467-1107

Publisher: Cambridge University Press


DOI: 10.1017/S1047951122000440

PubMed id: 35450549


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