Determining electrocardiography training priorities for medical students using a modified Delphi method

Viljoen, Charle; Millar, Rob Scott; Manning, Kathryn; Burch, Vanessa

doi:10.1186/s12909-020-02354-4

Cited by 13 publications

(13 citation statements)

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“…The deliberate practice with feedback on web applications is not limited to the time and availability of the lecturer. Lecturers should, however, recognise the danger of curricular overload [ 22 , 68 ], and consider whether their students’ studying schedules would allow for additional learning material.…”

Section: Discussionmentioning

confidence: 99%

“…sinus arrhythmia, sinus arrest with escape rhythm, first degree atrioventricular [AV] block, Mobitz I and II second degree AV block, third degree AV block, atrial fibrillation [AF] with normal and uncontrolled rates, atrial flutter, AV node re-entry tachycardia [AVNRT], ventricular tachycardia [VT] and ventricular fibrillation [VF]). The topics included in the syllabus are considered core knowledge for undergraduate ECG training at our Institution [ 22 ]. All ECGs were 12-lead ECGs, with the exception of VF for which a chest lead rhythm strip was shown.…”

Section: Methodsmentioning

confidence: 99%

“…Of these, 12 were rhythm abnormalities (sinus arrhythmia, sinus arrest with escape rhythm, first degree AV block, Mobitz I and II second degree AV block, third degree AV block, AF with normal and uncontrolled rates, atrial flutter, AVNRT, VT and VF), and 13 were waveform abnormalities (left and right atrial enlargement, LVH, RVH, LBBB, RBBB, left anterior fascicular block, WPW pattern, anterior and inferior STEMI, pericarditis, hyperkalaemia, long QT syndrome). These conditions that were included in the MCQ tests are considered core knowledge for the undergraduate ECG training at our Institution [ 22 ]. The ECGs used in the tests were not the same as those used in class or on the web application.…”

Section: Methodsmentioning

confidence: 99%

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Effectiveness of blended learning versus lectures alone on ECG analysis and interpretation by medical students

et al. 2020

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Background Most medical students lack confidence and are unable to accurately interpret ECGs. Thus, better methods of ECG instruction are being sought. Current literature indicates that the use of e-learning for ECG analysis and interpretation skills (ECG competence) is not superior to lecture-based teaching. We aimed to assess whether blended learning (lectures supplemented with the use of a web application) resulted in better acquisition and retention of ECG competence in medical students, compared to conventional teaching (lectures alone). Methods Two cohorts of fourth-year medical students were studied prospectively. The conventional teaching cohort (n = 67) attended 4 hours of interactive lectures, covering the basic principles of Electrocardiography, waveform abnormalities and arrhythmias. In addition to attending the same lectures, the blended learning cohort (n = 64) used a web application that facilitated deliberate practice of systematic ECG analysis and interpretation, with immediate feedback. All participants completed three tests: pre-intervention (assessing baseline ECG competence at start of clinical clerkship), immediate post-intervention (assessing acquisition of ECG competence at end of six-week clinical clerkship) and delayed post-intervention (assessing retention of ECG competence 6 months after clinical clerkship, without any further ECG training). Diagnostic accuracy and uncertainty were assessed in each test. Results The pre-intervention test scores were similar for blended learning and conventional teaching cohorts (mean 31.02 ± 13.19% versus 31.23 ± 11.52% respectively, p = 0.917). While all students demonstrated meaningful improvement in ECG competence after teaching, blended learning was associated with significantly better scores, compared to conventional teaching, in immediate (75.27 ± 16.22% vs 50.27 ± 17.10%, p < 0.001; Cohen’s d = 1.58), and delayed post-intervention tests (57.70 ± 18.54% vs 37.63 ± 16.35%, p < 0.001; Cohen’s d = 1.25). Although diagnostic uncertainty decreased after ECG training in both cohorts, blended learning was associated with better confidence in ECG analysis and interpretation. Conclusion Blended learning achieved significantly better levels of ECG competence and confidence amongst medical students than conventional ECG teaching did. Although medical students underwent significant attrition of ECG competence without ongoing training, blended learning also resulted in better retention of ECG competence than conventional teaching. Web applications encouraging a stepwise approach to ECG analysis and enabling deliberate practice with feedback may, therefore, be a useful adjunct to lectures for teaching Electrocardiography.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Effectiveness of blended learning versus lectures alone on ECG analysis and interpretation by medical students

et al. 2020

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“…The aim is to reach a predetermined level of agreement, or consensus, amongst the panel on each item. This approach has been used extensively in the medical, social and behavioural sciences (Uphoff et al, 2012;Quyên, 2014) and in the development of training priorities for medical students (Kizawa et al, 2012;Viljoen et al, 2020).…”

Section: Methodsmentioning

confidence: 99%

Developing curricular‐content and systems‐related impact indicators for intellectual disability awareness training for acute hospital settings: A modified International Delphi Survey

Taggart¹,

Marriott²,

Cooper³

et al. 2021

Journal of Advanced Nursing

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Aim To identify, and reach consensus on, curricular‐content and delivery methods, as well as ways to maximize the impact of intellectual disability awareness training programmes in acute hospital settings. Background With the continuing evidence of avoidable deaths and unwarranted variations in the quality of care to people with an intellectual disability in acute hospitals, it could be purported that current training provided to hospital staff appears to be making a minimal difference in the care provided to this population. Design A two‐round modified Delphi survey was conducted between June 2020–January 2021. Methods International experts from primary healthcare and hospital settings, and intellectual disability health fields participated in the survey. Initial curricular‐content items were developed from the literature, and based on the combined clinical and academic experience base of the authors. Items were evaluated in terms of agreement/consensus, importance and stability of responses. There were 57 expert responses in Round 1 and 45 in Round 2. Results The consensus was reached with regard to 55 of 65 curricular‐content indicators relating to Aims, Design, Content and Delivery. Ten curricular‐content indicators failed to be agreed on relating to the mode of training delivery. With regard to systems‐related impact indicators, 28 out of 31 reached consensus. The expert panel identified and agreed on seven system barriers that could obstruct the successful implementation of the awareness training programmes in acute hospital settings. Conclusions This is the first international Delphi survey to agree on curricular‐content and identify systems‐related facilitators for intellectual disability awareness training. Potential system barriers have been highlighted which could be addressed by systemic improvement. Implications for developing, and robustly testing the efficacy of, intellectual disability awareness training programmes are discussed, as are the implications for other cognitively impaired populations. Impact In order to maximize the impact, investment in acute hospital staff education will need to be accompanied by wider changes to systems and structures concerning the governance of service provision for people with an intellectual disability.

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“…Una de las tareas más importantes es escoger a los miembros del panel, ya que de eso depende la validez de los resultados (Viljoen et al, 2020). La elección de los expertos generalmente queda a discreción del investigador y este puede ser el origen de un problema de debilidad metodológica.…”

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El Método Delphi Cualitativo y su Rigor Científico: Una revisión argumentativa

Cedeño

Mena

2022

SOCIETEC

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El método Delphi es uno de los más utilizados y reconocidos debido a sus características, que ayudan a analizar los principales factores de un entorno y a pronosticar el comportamiento futuro de un fenómeno. A pesar de su amplia aceptación y uso, algunos autores han cuestionado su rigor científico. Mediante una exhaustiva y sistemática revisión de la literatura científica y con el empleo de los métodos: revisión bibliográfica, análisis de contenido y analítico-sintético, se analizaron, interpretaron, cotejaron y resumieron los textos encontrados en libros, tesis de grado y, ensayos y artículos científicos relativos a la temática estudiada, lo que permitió la discusión sobre las bondades y malas prácticas en el uso del método Delphi. Se concluye que el problema del método Delphi radica, en la incorrecta aplicación de la metodología y en las falencias al llevar a cabo las acciones necesarias para asegurar su rigor científico. Este es un método vigente, aceptado por la comunidad científica, sus resultados han sido probados consistentemente, evidenciándose así su valor y rigor científico.

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Determining electrocardiography training priorities for medical students using a modified Delphi method

Cited by 13 publications

References 67 publications

Effectiveness of blended learning versus lectures alone on ECG analysis and interpretation by medical students

Effectiveness of blended learning versus lectures alone on ECG analysis and interpretation by medical students

Developing curricular‐content and systems‐related impact indicators for intellectual disability awareness training for acute hospital settings: A modified International Delphi Survey

El Método Delphi Cualitativo y su Rigor Científico: Una revisión argumentativa

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