CRISP method with flipped classroom approach in ECG teaching of arrhythmia for trainee nurses: a randomized controlled study

Wen, Heling; Hong, Maochun; Chen, Fuli; Jiang, Xiaoyan; Zhang, Rui; Zeng, Jianhui; Peng, Lei; Chen, Yu

doi:10.1186/s12909-022-03932-4

Cited by 10 publications

(11 citation statements)

References 31 publications

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“…Our study is one of the few conducted on FL in a medical residency program, and the first carried out in a cardiology residency program, however, some studies have previously evaluated the efficacy of FL in the ECG-interpretation abilities acquisition, all of them in undergraduate medical education and nursing training programs [ 10 , 16 , 17 ]. The results for the aspects evaluated during this study were positive.…”

Section: Discussionmentioning

confidence: 99%

Flipped learning as an educational model in a cardiology residency program

Sierra-Fernández,

Alejandra,

Trevethan-Cravioto

et al. 2023

BMC Med Educ

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Introduction Flipped learning (FL) is a model which allows students to adjust their study rhythm by taking advantage of class time to apply their knowledge. Although FL meets many of the needs of the traditional lecture-based model and the exclusively virtual model, its effectiveness in medical residency programs has not been thoroughly studied. Our study evaluates the efficacy of an FL model in a cardiology residency program based on the satisfaction and academic performance of the participants. Method A prospective, observational, and descriptive study was conducted at Ignacio Chávez National Institute of Cardiology in Mexico City to evaluate the satisfaction and effectiveness of an FL model for acquiring competencies in electrocardiographic diagnosis among thirty-one first-year cardiology residents. The Advanced Electrocardiography Workshop and a virtual classroom were designed for the intervention. Four teachers taught the workshop and video classes, and ten medical specialists from the participants’ areas of work performed evaluations of practical skills before and after the intervention. Results 75% of the participants rated the intervention as very favorable compared to the traditional and virtual models. The main advantages offered by the FL model were identified. An improvement of high statistical significance was observed in participants’ academic performance after the intervention (P value < 0.001). Conclusion The FL model has a high degree of acceptance among participants and teachers. Our study shows an improvement in academic performance after the intervention. Considering that the FL model is flexible and reproducible in other areas of medicine, it represents an excellent educational alternative that meets current needs.

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Section: Discussionmentioning

confidence: 99%

Flipped learning as an educational model in a cardiology residency program

Sierra-Fernández,

Alejandra,

Trevethan-Cravioto

et al. 2023

BMC Med Educ

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“…Nine studies [ 9 , 10 , 14 , 16 , 17 , 18 , 20 , 22 , 23 ] conducted pre tests and post tests. In each study [ 9 , 10 , 14 , 16 , 17 , 18 , 20 , 22 , 23 ], students were divided into two groups: one group was subjected to traditional teaching, while the other group was subjected to various methods to implement FC which were reading resources and video lectures [ 9 , 16 , 18 , 20 , 22 , 23 ], presentation [ 10 ], web-based learning [ 14 ], and e-content [ 17 ]. All studies [ 9 , 10 , 14 , 16 , 17 , 18 , 20 , 22 , 23 ] observed that FC is an effective tool.…”

Section: Reviewmentioning

confidence: 99%

“…In each study [ 9 , 10 , 14 , 16 , 17 , 18 , 20 , 22 , 23 ], students were divided into two groups: one group was subjected to traditional teaching, while the other group was subjected to various methods to implement FC which were reading resources and video lectures [ 9 , 16 , 18 , 20 , 22 , 23 ], presentation [ 10 ], web-based learning [ 14 ], and e-content [ 17 ]. All studies [ 9 , 10 , 14 , 16 , 17 , 18 , 20 , 22 , 23 ] observed that FC is an effective tool. One study [ 25 ] divided students into two groups: one group was given micro-video lectures before class, while the other group was directly given theory lectures.…”

Section: Reviewmentioning

confidence: 99%

Flipped Classrooms in Medical Education: Improving Learning Outcomes and Engaging Students in Critical Thinking Skills

Nichat,

Gajbe,

Bankar

et al. 2023

Cureus

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The flipped classroom (FC) model involves students independently acquiring knowledge before in-person class sessions, during which they engage in active discussions and problem-solving. Various methods to implement FC are quizzes, e-content, case-based learning, problem-based learning, and reading assignments. The advantages of the FC approach included improved student preparation, active participation, and the promotion of critical thinking skills. Some disadvantages identified are technical problems like internet connection, improper planning and preparation, which increases teacher workload, and lack of self-motivation. This review underscores the potential of the FC approach to improve medical education by promoting independent learning, active participation, and deeper understanding. Consideration of factors such as curriculum design, faculty development, technological infrastructure, and student readiness is vital for successfully implementing the FC model. Balancing self-directed study with meaningful face-to-face interactions remains crucial to harnessing the full benefits of this innovative approach. By leveraging technology and student-centered methods, medical educators can create an enriched learning experience that positively influences future healthcare professionals.

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“…One study revealed that a 4-week web-based electrocardiogram education program signi cantly improved nursing students' abilities to interpret electrocardiogram [19]. Another study showed that nursing students who were taught using the Cardiac Rhythm Identi cation for Simple People with a ipped classroom approach outperformed a control group receiving traditional lecture-based education in electrocardiogram test scores, self-directed learning motivation, and understanding of the educational content [20].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of electrocardiogram interpretation education program using mixed learning methods and webpage

Lee,

Kim,

Choi

et al. 2024

Preprint

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Aim: This study was conducted to develop an electrocardiogram education program that incorporates an HTML webpage and blended learning methods to enhance electrocardiogram interpretation skills. Through continual and efficient education, the program aims to assist nurses in providing appropriate care and treatment to patients. Design: Pre-post design study Methods: We developed electrocardiogram interpretation HTML webpage based on electrocardiogram interpretation algorithm and implemented an 18-week (2023.5.15~2023.9.22) electrocardiogram education program, which included daily 5-minute training sessions. Twenty-seven ward nurses were provided with the URL (https://ecgweb.github.io/ECGweb) to the electrocardiogram interpretation HTML webpage and were shared one electrocardiogram case daily for self-interpretation. The Electrocardiogram interpretation performance and confidence were evaluated through questionnaires at three phases: before the program, after 6 weeks of basic electrocardiogram and arrhythmia education, and after 12 weeks of application of the electrocardiogram interpretation HTML webpage and case-based lecture education. Results: The average score for electrocardiogram interpretation performance before electrocardiogram education program was 11.89, after 6 weeks of basic electrocardiogram and arrhythmia education, it was 14.15, and after 12 weeks of application of the electrocardiogram interpretation HTML webpage and case-based lecture education, it was 15.56. This shows that electrocardiogram interpretation performance significantly improved over time (p<.001). Additionally, post-hoc analysis revealed significant differences in electrocardiogram interpretation performance at each stage, i.e., before, during, and after the application of an electrocardiogram education program. Furthermore, electrocardiogram interpretation confidence questionnaire score (pre-Median=18, post-Median=23) was improved significantly after the completion of the 18-week education program (p<.001). Conclusions: Based on the results of this study, I believe that an electrocardiogram education program using HTML webpages and a blended teaching method would be very beneficial in maintaining and improving electrocardiogram interpretation skills of clinical nurses. Such a program can help nurses interpret electrocardiogram more effectively and assist them in making important decisions in patient care.

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CRISP method with flipped classroom approach in ECG teaching of arrhythmia for trainee nurses: a randomized controlled study

Cited by 10 publications

References 31 publications

Flipped learning as an educational model in a cardiology residency program

Flipped learning as an educational model in a cardiology residency program

Flipped Classrooms in Medical Education: Improving Learning Outcomes and Engaging Students in Critical Thinking Skills

Effectiveness of electrocardiogram interpretation education program using mixed learning methods and webpage

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