How can we improve teaching of ECG interpretation skills? Findings from a prospective randomised trial

Raupach, Tobias; Harendza, Sigrid; Anders, Sven; Schuelper, Nikolai; Brown, James

doi:10.1016/j.jelectrocard.2015.10.004

Cited by 33 publications

(35 citation statements)

References 28 publications

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“…16,24,30 Nevertheless, there is evidence that the decline in ECG competency is inversely correlated with the final performance of students at the end of the course. 26 Based on this, we can assume that students in the C -eL group will perform better than the S -eL students in the future. But we also recognize that one teaching method might provide better retention of knowledge than others; therefore, there is still a need to confirm the long -term effect of collaborative learning of ECG interpretation in students or other groups of medical professions.…”

Section: Results Of the Final Test In The Collaborative And Selfmentioning

confidence: 99%

Randomized study to compare two ECG e-learning methods among medical students

Kopeć¹,

Waligóra²,

Pacia³

et al. 2017

Polish Archives of Internal Medicine

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INTRODUCTION Interpretation of the electrocardiogram (ECG) is an essential skill in most medical specialties; however, the best method of teaching how to read ECGs has not been determined. OBJECTIVES The aim of the study was to compare the effectiveness of collaborative (C‑eL) and self (S‑eL) e‑learning of ECG reading among medical students. PATIENTS AND METHODS A total of 60 fifth‑year medical students were randomly assigned to the C‑eL and S‑eL groups. S‑eL students received 15 ECG recordings with a comprehensive description by email (one every 48 hours), while C‑eL students received the same ECG recordings without description. C‑eL students were expected to analyze each ECG together within the subgroups using an internet platform and to submit the interpretation within 48 hours. Afterwards, they received a description of each ECG. C‑eL students' activity was assessed based on the number of words written on the internet platform during discussion. A final test consisted of 10 theoretical questions and 10 ECG recordings. The final score was a sum of points obtained for the interpretation of ECG recordings. The main endpoint of the study was the number of students whose final score was 56% or higher. RESULTS The final test was completed by 53 students (88.3%). The main endpoint was achieved in 20 C‑eL students (77%) and in 13 S‑eL students (48.1%), P = 0.03. The final score was 6.4 (interquartile range [IQR], 5.8-7.6) in the C‑eL group and 5.6 (IQR, 4.2-7.2) in the S‑eL group, P = 0.04. It correlated with the results of the theoretical test and students' activity during C‑eL (r = 0.42, P = 0.002 and r = 0.4, P = 0.04, respectively). CONCLUSIONS C‑eL of ECG reading among fifth‑year medical students is superior to S‑eL.

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Section: Results Of the Final Test In The Collaborative And Selfmentioning

confidence: 99%

Randomized study to compare two ECG e-learning methods among medical students

Kopeć¹,

Waligóra²,

Pacia³

et al. 2017

Polish Archives of Internal Medicine

View full text Add to dashboard Cite

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“…The ECG instruction for Chinese undergraduate medical students still seems to be limited. There is necessity to increase Chinese medical student's ability to correctly interpret ECG during undergraduate education via reforming methods of ECG teaching, training, and tests [20]. Due to appropriate teaching, orderly display of limb lead ECGs was confirmed to effectively raise Chinese medical intern's diagnostic accuracy when determining frontal plane QRS axis.…”

Section: Discussionmentioning

confidence: 99%

Orderly display of limb lead ECGs raises Chinese intern’s diagnostic accuracy when determining frontal plane QRS axis

Banarsee

Laukkanen

et al. 2018

Medical Education Online

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Background: There is limited information on whether the orderly display of limb lead ECGs (electrocardiograms) can facilitate students to determine frontal plane QRS complex wave electrical axis.Objectives: The study investigated whether the orderly display of limb lead ECGs can raise Chinese undergraduate intern’s diagnostic accuracy when determining frontal plane axis.Design: A total of 147 fifth-year undergraduate interns aged between 21 and 25 years were randomly arranged into 2 groups: one group was given classically displayed ECGs of limb leads while the other group was given orderly displayed ECGs of limb leads. They were then taught to determine frontal plane axis with one of the above displays. The intern’s diagnostic accuracy and time used were measured.Results: After teaching, the orderly display can more effectively raise diagnostic accuracy when determining axis as compared to the classical display (76.65 ± 23.16% vs. 68.88 ± 23.21%, P < 0.05), although diagnostic accuracy in axis determination was improved in both groups as compared to the axis determination at baseline (all P < 0.05).Conclusions: Orderly display of limb lead ECGs may raise Chinese intern’s diagnostic accuracy when determining frontal plane axis.

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“…The investigators carefully selected the ECG diagnoses included on the pre-selected list in the rst round, by considering the content of undergraduate ECG lectures, suggested and prescribed textbooks for ECG learning, 34,35 as well as a thorough literature search of topics of undergraduate ECG teaching, 4,6,7,9,13,[36][37][38][39][40][41][42][43][44][45][46] as well as postgraduate ECG training. [47][48][49][50][51] Modi ed Delphi survey administration…”

Section: Delphi Survey Developmentmentioning

confidence: 99%

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

Viljoen

Millar

Manning

et al. 2020

Preprint

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Background Although electrocardiography is considered a core learning outcome for medical students, there is currently little curricular guidance for undergraduate ECG training. Owing to the absence of expert consensus on undergraduate ECG teaching, curricular content is subject to individual opinion. The aim of this modified Delphi study was to establish consensus amongst content and context experts on an ECG curriculum for medical students. Methods The Delphi technique, an established method of obtaining consensus, was used to develop an undergraduate ECG curriculum. Specialists involved in ECG teaching were invited to complete three rounds of online surveys. An undergraduate ECG curriculum was formulated from the topics of ECG instruction for which consensus (i.e. ≥75% agreement) was achieved amongst the expert panel. Results The panellists (n = 131) had a wide range of expertise (42.8% Internal Medicine, 22.9% Cardiology, 16% Family Medicine, 13.7% Emergency Medicine and 4.6% Health Professions Education). Topics that reached consensus to be included in the undergraduate ECG curriculum were classified under technical aspects of performing ECGs, basic ECG analysis, recognition of the normal ECG and abnormal rhythms and waveforms and using electrocardiography as part of a clinical diagnosis. This study emphasises that ECG teaching should be framed within the clinical context. Course conveners should not overload students with complex and voluminous content, but rather focus on commonly encountered and life-threatening conditions, where accurate diagnosis impacts on patient outcome. A list of 23 “must know” ECG diagnoses is therefore proposed. Conclusion A multidisciplinary expert panel reached consensus on the ECG training priorities for medical students.

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How can we improve teaching of ECG interpretation skills? Findings from a prospective randomised trial

Abstract: word count (excluding abstract, tables and references): 3040

Cited by 33 publications

References 28 publications

Randomized study to compare two ECG e-learning methods among medical students

Randomized study to compare two ECG e-learning methods among medical students

Orderly display of limb lead ECGs raises Chinese intern’s diagnostic accuracy when determining frontal plane QRS axis

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

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