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Nursing responsibilities before cardiac catheterization include:Assess for allergies and establish baseline health status.Before cardiac catheterization, assess the patient for allergies to contrast dye. Perform a comprehensive baseline assessment, including vital signs, heart and breath sounds, and a neurovascular assessment of the extremities, noting distal pulses, skin color, and temperature. Instruct the patient to fast for 8-12 hours before the procedure. Evaluate baseline laboratory...
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Preparation:
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Pulse rhythm refers to the pattern of pulsations within specific intervals, offering valuable insights into the regularity or irregularity of the heart's beats as observed through the pattern of pulsation within specific intervals. A regular pulse exhibits a consistent heart rate with uniform waveforms and pulsation force, variations of which can be classified as normal, weak, or bounding.
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Cardiac auscultation is a clinical skill used to assess heart function and detect abnormalities. It involves listening to heart sounds at specific anatomical locations through a stethoscope.
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When assessing blood pressure (BP), healthcare professionals must consider various factors and potential unexpected outcomes to ensure accurate readings and provide proper patient care. Adhering to these guidelines is essential to achieving the most reliable results.
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  11. From Reductionist Skills To Meaningful Learning: Trust And Humility In Bedside Cardiac Assessment.

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

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View abstract on PubMed

Summary
This summary is machine-generated.

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:

Keywords:
UME-GME transitionclinical teaching/bedside teachingcompetency-based medical educationconfident humility

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  • 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.
humility in medical education
professional identity formation
trustworthiness in health professions education