TOP 18 - Blending Animation and Active Learning: Evaluating a Small-Group Teaching Model for Educating Medical Learners on Single Ventricle Physiology

Publication Number: 1778.TOP 18

Ganesh Prasanna, Oklahoma University Health Sciences Center, OKLAHOMA CITY, OK, United States; SHASHANK BEHERE, Oklahoma Childrens Hospital at OU Health, Oklahoma City, OK, United States; Andrew T. Cave, OKLAHOMA UNIVERSITY HEALTH SCIENCES CENTER, Oklahoma City, OK, United States

Background: Single ventricle physiology encompasses congenital heart defects in which one functional ventricle supports both systemic and pulmonary circulations. Understanding single ventricle physiology presents a significant educational challenge for medical students and pediatric residents, as current teaching methods are often non-standardized and can be insufficient for full comprehension. Recent studies have shown that active learning tools, particularly those incorporating animation, can improve knowledge retention. Thus, we developed a semi-animated tool to directly address these deficits by visually simulating the dynamic circulation in a single ventricle heart, through the sequential stages of surgical palliation. The Morph feature in Microsoft PowerPoint was used to seamlessly blend the visuals, creating a dynamic visual aid while still allowing the educator to control the progression to the next topic. This approach is designed to enhance learner engagement, facilitate visualization of dynamic circulatory changes, and reinforce foundational concepts.

Objective: This IRB-approved, ongoing study aims to evaluate the effectiveness of the semi-animated tool in improving knowledge and self-reported confidence among medical students and pediatric residents. We hypothesized that learners would demonstrate statistically significant increases in both knowledge and confidence immediately following the session.

Design/Methods: This prospective, single-center study seeks to collect data from a total of 50 learners (medical students on Pediatric Clerkship, and Pediatric Residents on Cardiology Rotation) across four sessions by January 15, 2026. Participants complete a pre-educational survey assessing knowledge (7 multiple-choice questions, 1 correct answer each) and confidence (3 questions, each based on a 5-point Likert scale). Learners then participate in the didactic session, after which an identical survey is administered. Data will be analyzed using paired-sample t-tests to compare pre- and post-session scores. The first session has been completed for 15 pediatric residents. Preliminary results from this group demonstrate a statistically significant increase in knowledge scores (mean 78.1% improved to 89.6%, p = 0.034). Summed confidence scores also improved significantly from mean of 8.53 to 12.87 (p < 0.001), indicating early efficacy of the teaching approach. Three additional sessions are planned to reach the full cohort and further evaluate outcomes.

Prototype of Single Ventricle Physiology using a Novel Schematic
Schematic uses the background color to show flow of desaturated/mixed/arterial blood

Use of Notes feature in PowerPoint to standardize prompts


Preliminary Results Table for 15 Residents
Confidence level summed for 3 questions, each with maximum score of 5, for a total score of 15. Knowledge calculated as mean correct percentage for 7 questions.