Teaching cardiac auscultation through simulation and clinical cases in introductory internal medicine

Learning cardiac auscultation requires students to coordinate examination technique, auditory discrimination and interpretation of findings within a clinical context. A teaching session should therefore address each component explicitly. To develop a teaching model that integrates simulation, stepwise demonstration and clinical case analysis for introductory internal medicine courses. Selected primary studies on cardiac auscultation and clinical skills teaching were examined through a targeted narrative review. Learning settings, comparison conditions and assessed outcomes were compared to inform the educational design. No primary participant datawere collected. Results. A 160-minute session for twelve students was designed. It comprises an initial learning needs assessment, a focused explanation of relevant physiology, demonstration informed by Peyton’s approach, three practice stations, clinical case analysis, feedback and a brief practical assessment. A ten-point formative rubric was developed across five observable domains. It assesses communication and preparation, examination technique, sound timing, description of findings and justification of the clinical hypothesis.