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From Reductionist Skills to Meaningful Learning: Trust and Humility in Bedside Cardiac Assessment
James L Meisel1, Deborah D Navedo2, Isaac O Opole3
1Department of Medicine, Boston University Chobanian & Avedisian School of Medicine, Boston, MA, USA.
Advances in Medical Education and Practice
|August 12, 2025
Summary
This study explored how a bedside cardiac assessment curriculum enhanced medical students' learning by integrating trust and professional attitudes. Findings highlight the importance of human interaction and humility in developing clinical skills and professional identity.
Area of Science:
- Medical Education
- Competency-Based Medical Education
- Professional Identity Formation
Background:
- Trust is fundamental to competency-based medical education (CBME), influencing assessment and curriculum integration.
- Attitudinal aspects of trust are often overlooked in CBME frameworks, despite their overlap with "entrustability."
- This study investigates the role of trust in a novel bedside cardiac assessment (BCA) curriculum.
Purpose of the Study:
- To explore how a BCA curriculum, emphasizing professional attitudes, knowledge, and skills, supported clinical learning in internal medicine students.
- To understand student experiences with a curriculum designed to foster humility and patient-centered communication.
- To identify effective learning strategies and areas for improvement within the curriculum.
Main Methods:
- A cohort of internal medicine clerkship students participated in a BCA curriculum.
- The curriculum included pre-class videos and facilitated discussions on patient trust and perspectives.
- Student experiences were evaluated through post-class open-ended questions, analyzed using content and thematic analyses.
Main Results:
- Emergent themes clustered into "Successful Learning" (effective strategies, meaningful interactions) and "Opportunities for Improvement" (instructional design, learning preferences).
- Students affirmed the value of attitudinal development, human interaction, and humility in skill-building.
- The curriculum's focus on attitudinal aspects contributed to professional identity formation (PIF).
Conclusions:
- The BCA curriculum effectively promoted learning through meaningful interactions and attitudinal development.
- Humility, patient-centeredness, and professional identity formation are key outcomes linked to trust in medical education.
- Further research is needed to explore the impact of trust-related constructs on clinical practice and patient care.
Keywords:
UME-GME transitionclinical teaching/bedside teachingcompetency-based medical educationconfident humilityhumility in medical educationprofessional identity formationtrustworthiness in health professions educationMore Related Videos
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