Reimagining the Undergraduate Medical Education Systems-Based Course: an example for the Cardiovascular System

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 was 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 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.