Introduction. Learning valvular disorders and murmurs requires students to integrate cardiac-cycle events, intracardiac pressure gradients, blood flow, valve mechanics, and auscultatory findings. Multimodal preparatory resources may facilitate this integration before team-based learning (TBL), although excessive preparatory volume may increase student workload.

Aim. To evaluate students’ perceptions of multimodal preparatory resources, assessment alignment and faculty-facilitated learning during a clinically integrated cardiovascular physiology TBL session.

Methods. Post-session evaluation data were analysed retrospectively across Spring, Summer and Fall 2023 semesters. The preparatory package comprised detailed handouts, instructional videos, summary slides, interactive workbooks, clinical cases, practice questions and flashcards. Quantitative items assessed the quality and quantity of the materials, resource use, relevance and difficulty of readiness assurance test (RAT) questions and application exercises, identification of knowledge gaps, and faculty facilitation. Data were summarised using frequencies, percentages, medians and interquartile ranges. Independent cohorts were compared using Kruskal-Wallis tests. Free-text responses were analysed thematically. The study received institutional ethical approval.

Results. Of 659 eligible students, 597 completed the primary evaluation item (90.6%; Spring n=301, Summer n=157 and Fall n=139). Overall, 451/597 students (75.5%) rated the preparatory materials as high or very high quality (median 2, interquartile range 1–2; 1=very high and 5=very low), with no statistically significant difference among semesters (H(2)=2.60, p=0.273). Instructor-provided resources were used by 558/592 students (94.3%). RAT questions were rated relevant or highly relevant by 530/591 students (89.7%), and application exercises by 516/591 students (87.3%). Ratings did not differ significantly among cohorts for RAT-question relevance (p=0.077) or application-exercise relevance (p=0.663). Although 376/591 students (63.6%) considered the quantity of preparation appropriate, 206/591 (34.9%) considered it excessive. Most students agreed or strongly agreed that the session identified knowledge gaps (440/591, 74.5%) and that faculty-led discussion filled knowledge gaps and reinforced learning (432/591, 73.1% for each item). Faculty facilitation was perceived as engaging by 403/591 students (68.2%). Qualitative themes included clarity and organisation, flexibility through multiple learning modalities, clinical integration and readiness for assessment. The principal concern was the density of the materials and the time required to complete them.

Conclusion. Purpose-built multimodal resources were consistently perceived as high quality and closely aligned with assessment and clinical application in cardiovascular physiology. Their educational value may depend on balancing comprehensiveness with a manageable preparatory workload. Further research should examine relationships between resource use, objective performance, and longer-term retention.