Objective:

To synthesize existing evidence on how cardiovascular disease is used as a teaching vehicle for structural and social competency in health professions education and to evaluate the effectiveness of such interventions.

Approach:

• Database Search: Six databases were searched for studies describing educational interventions incorporating cardiovascular disease to teach structural and social determinants of health.
• Data Extraction: Data on learner type, CVD topic, SDOH content, pedagogical approach, learner outcomes, and methodological quality were extracted.

Key Findings:

• Five studies met the inclusion criteria, all conducted in the United States.
• Primary teaching topics included hypertension, myocardial infarction, and women’s cardiovascular disease.
• Race, racism, and socioeconomic status were the most consistently addressed structural determinants.
• Three studies showed statistically significant improvements in learner knowledge, attitudes, and structural understanding.
• One study produced high-quality written reflections in 90%-96% of students; one reported positive qualitative feedback without formal quantitative assessment.

Interpretation:

The evidence suggests that cardiovascular disease is a feasible and promising teaching vehicle for structural and social competency.

Limitations:

• Limited by small study numbers.
• All studies conducted in the United States.
• Heterogeneous interventions.
• Limited long-term outcome data.

Conclusion:

Investment in CVD-focused interventions is supported, especially if they are longitudinal and experiential, to develop a more structurally competent health workforce.