E-learning and near-peer teaching in electrocardiogram education: a randomised trial

Davies, Andrew; MacLeod, Rachael; Bennett-Britton, Ian; McElnay, Philip; Bakhbakhi, Danya; Sansom, Jane

doi:10.1111/tct.12421

Cited by 35 publications

(53 citation statements)

References 8 publications

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“…6 Alternatively, in vestigators studying the best method to teach second year medical students in their introductory class on electrocardiographic material randomized "nearpeer" teaching (physicians in their second postgraduate year using a 1hour PowerPoint presentation) and elearning (including short multiplechoice assessments). 482 Al though both groups increased knowledge, the near peer group scored significantly higher (84%) than the e learning group (74.5%). A facetoface component may be important for students without prior knowledge of ECG, whereas elearning may be appropriate for build *The content of electrocardiographic monitoring education needs to match the nature and complexity of the patient population served.…”

Section: Education Of Staffmentioning

confidence: 99%

“…Knowledge can be enhanced by collaborative activities such as preceptorships, skill validations, and case studies, 16,[481][482][483][484][485][486] and studies have demonstrated no differences in knowledge or confidence with faceto face classes versus a hybrid approach (ie, online course combined with facetoface classes). 482,487,488 Hospital, service line, or unitbased nurse educa tors or clinical nurse specialists can provide this edu cation. 485,487,488 In addition, the manufacturer of the monitors used should provide education related to the equipment.…”

Section: Education Of Staffmentioning

confidence: 99%

See 1 more Smart Citation

Update to Practice Standards for Electrocardiographic Monitoring in Hospital Settings: A Scientific Statement From the American Heart Association

Sandau¹,

Funk²,

Auerbach³

et al. 2017

Circulation

206

214

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Background and Purpose: This scientific statement provides an interprofessional, comprehensive review of evidence and recommendations for indications, duration, and implementation of continuous electro cardiographic monitoring of hospitalized patients. Since the original practice standards were published in 2004, new issues have emerged that need to be addressed: overuse of arrhythmia monitoring among a variety of patient populations, appropriate use of ischemia and QT-interval monitoring among select populations, alarm management, and documentation in electronic health records. Methods: Authors were commissioned by the American Heart Association and included experts from general cardiology, electrophysiology (adult and pediatric), and interventional cardiology, as well as a hospitalist and experts in alarm management. Strict adherence to the American Heart Association conflict of interest policy was maintained throughout the consensus process. Authors were assigned topics relevant to their areas of expertise, reviewed the literature with an emphasis on publications since the prior practice standards, and drafted recommendations on indications and duration for electrocardiographic monitoring in accordance with the American Heart Association Level of Evidence grading algorithm that was in place at the time of commissioning. Results: The comprehensive document is grouped into 5 sections: (1) Overview of Arrhythmia, Ischemia, and QTc Monitoring; (2) Recommendations for Indication and Duration of Electrocardiographic Monitoring presented by patient population; (3) Organizational Aspects: Alarm Management, Education of Staff, and Documentation; (4) Implementation of Practice Standards; and (5) Call for Research. Conclusions: Many of the recommendations are based on limited data, so authors conclude with specific questions for further research.

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Section: Education Of Staffmentioning

confidence: 99%

Section: Education Of Staffmentioning

confidence: 99%

Update to Practice Standards for Electrocardiographic Monitoring in Hospital Settings: A Scientific Statement From the American Heart Association

Sandau¹,

Funk²,

Auerbach³

et al. 2017

Circulation

206

214

View full text Add to dashboard Cite

show abstract

“…Deficiencies in the interpretation of ECG abnormalities, including critical life-threatening abnormalities, have been identified in several studies of undergraduate [11] and postgraduate learners [12][13][14]. ECG interpretation is taught in medical school through a variety of methods [15][16][17], but there is no agreement on the most effective approach [18].…”

Section: Introductionmentioning

confidence: 99%

A pragmatic randomised controlled trial of SAFMEDS to produce fluency in interpretation of electrocardiograms

et al. 2020

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Background: SAFMEDS (Say-All-Fast-Minute-EveryDay Shuffled) is a flashcard-type behavioural instructional methodology, involving one-minute learning trials that function both as practice and assessment, used to facilitate the development of fluency in a behaviour. The primary research question was whether SAFMEDS engenders improvement in performance beyond that conferred by usual teaching. A secondary research question was whether SAFMEDS is an effective method of producing fluency in Electrocardiogram (ECG) interpretation. Methods: A pilot study was conducted to determine sample size required to power the pragmatic randomised controlled trial (RCT). For the subsequent RCT, participants were randomly assigned to a "usual teaching" control group (n = 14) or the SAFMEDS intervention group (n = 13), with the recognition of 15 cardiac conditions on ECGs (e.g., atrial fibrillation, complete heart block) targeted. Intervention group participants' performance was tracked over eight weeks as they worked towards achieving the fluency criterion. Percentage accuracy in ECG interpretation was assessed at baseline and post-test for both groups. An ANCOVA was conducted to assess for differences in the performance of the intervention and control group at post-test while controlling for the baseline performance of participants. At post-test, the numbers of participants achieving fluency within the intervention group was examined. Results: A large effect size of SAFMEDS (partial η 2 = .67) was identified when controlling for the effects of baseline performance. At post-test, the intervention group significantly outperformed (M = 61.5%; SD = 12.1%) the control group (M = 31.6%; SD = 12.5%, p < .001). In total, 7 of 13 intervention group participants achieved fluency. Participants required an average of 51.9 one-minute trials (SD = 18.8) to achieve fluency. Conclusions: SAFMEDS offers a useful adjunct to usual teaching within medical education. Further research could assess whether learning retains, is stable, and transfers to clinical practice.

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“…The value of NPT is becoming increasingly recognised in medical education and provides benefit both to the near-peer tutor and the learner. [3][4][5] NPT nurtures the concept of continued professional development (CPD) and provides the opportunity for the tutor to develop their teaching skills. For the learner, it can create a non-threatening learning environment, with information carefully targeted to their educational needs.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of ‘Asked to see patient’: a regional near-peer teaching programme

Hafiz

McManus

Buston

et al. 2018

Future Healthcare Journal

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Asked to see patient' (ATSP) is a near-peer teaching programme that aims to address the anxiety experienced during the transition from medical student to newly qualifi ed foundation year 1 (FY1) doctor. It is delivered annually in the North West of England Foundation School just prior to the August changeover date when new doctors may feel the most stressed. Each spring, a 'Teach the teachers' training day is advertised to existing FY1 doctors; the training equips them with the knowledge to become certifi ed ATSP teachers. Teachers subsequently deliver ATSP to incoming FY1 doctors at their trusts. Feedback on ATSP is collected from new FY1 doctors via an electronic survey. Results show that ATSP is well received, with 77% of newly qualifi ed doctors engaging with the programme in 2016. 'Asked to see patient' is a Health Education England-endorsed teaching programme that develops clinicians who are structured and confi dent in their approach, and cultivates the clinical teacher in existing doctors.

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E-learning and near-peer teaching in electrocardiogram education: a randomised trial

Cited by 35 publications

References 8 publications

Update to Practice Standards for Electrocardiographic Monitoring in Hospital Settings: A Scientific Statement From the American Heart Association

Update to Practice Standards for Electrocardiographic Monitoring in Hospital Settings: A Scientific Statement From the American Heart Association

A pragmatic randomised controlled trial of SAFMEDS to produce fluency in interpretation of electrocardiograms

Evaluation of ‘Asked to see patient’: a regional near-peer teaching programme

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