Integration of Cardiovascular and Psychological Education in Undergraduate Medical Training: A Cross-Sectional Assessment of Knowledge, Clinical Reasoning and Educational Outcomes

Abstract

Introduction: Cardiovascular diseases remain a major cause of morbidity and mortality, while psychological factors such as stress, anxiety and depression substantially influence cardiovascular health and patient outcomes. Integrating cardiovascular and psychological education may improve students’ knowledge, clinical reasoning, communication and patient-centered care.

Objective: To assess undergraduate medical students’ knowledge of cardiovascular and psychological concepts, evaluate clinical reasoning skills and determine educational outcomes associated with integrated cardiovascular and psychological education.

Methodology: A descriptive cross-sectional study was conducted among 200 undergraduate MBBS students from preclinical and clinical years. Data were collected using a structured self-administered questionnaire assessing demographic characteristics, cardiovascular knowledge, psychological aspects of cardiovascular care, clinical reasoning and educational outcomes. Data were analyzed using IBM SPSS with descriptive statistics, Chi-square, correlation analysis and multiple linear regression. A p-value <0.05 was considered statistically significant.

Results: Among 200 students, 54% were female and 46% were male, with a mean age of 21.4 ± 1.8 years. Overall cardiovascular knowledge was 23.8 ± 4.6, with 52.5% demonstrating good knowledge. Psychological knowledge was also satisfactory, with an overall score of 21.5 ± 3.8. Clinical reasoning scores increased progressively from 15.6 ± 3.1 in first-year students to 24.5 ± 2.8 in final-year students (p<0.001). Good knowledge was significantly associated with higher clinical reasoning performance (p<0.001). Clinical reasoning showed a strong positive correlation with educational outcomes (r=0.73, p<0.001). Most students reported positive educational outcomes, including improved understanding (90.5%), clinical reasoning (87.0%), communication skills (88.0%) and patient-centered care (91.5%).

Conclusion: Integration of cardiovascular and psychological education was associated with satisfactory knowledge, improved clinical reasoning across academic years and favorable perceived educational outcomes. Integrated teaching may strengthen communication, confidence, clinical decision-making and patient-centered care in undergraduate medical education.