Is community-based electrocardiography education feasible in the early phase of an undergraduate medical curriculum?

Larson, Carol; Bezuidenhout, Johan; Merwe, Lynette J. van der

doi:10.4102/hsag.v22i0.968

Cited by 4 publications

(5 citation statements)

References 13 publications

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“…It has been suggested that tuition should be geared towards the understanding of vectors, 61 and the basics of electrocardiography. [62][63][64] . If students are familiar with the features of a normal ECG, they may be more able to identify abnormal rhythms and waveforms by means of analysis and pattern recognition.…”

Section: Discussionmentioning

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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BackgroundAlthough 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 expert consensus amongst content and context experts on an ECG curriculum for medical students.MethodsThe 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. ResultsThe 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.ConclusionA multidisciplinary expert panel reached consensus on the ECG training priorities for medical students.

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Section: Discussionmentioning

confidence: 99%

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

Viljoen

Millar

Manning

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…The expert panel's suggestion that smartphone applications be used to support cognitive diagnostic processes in ECG training is well aligned with this opinion. It has been suggested that tuition should be geared towards the understanding of vectors [61], and the basics of electrocardiography [62][63][64]. If students are familiar with the features of a normal ECG, they may be more able to identify abnormal rhythms and waveforms by means of analysis and pattern recognition [65][66][67].…”

Section: Discussionmentioning

confidence: 99%

“…It has been suggested that tuition should be geared towards the understanding of vectors [ 61 ], and the basics of electrocardiography [ 62 – 64 ]. If students are familiar with the features of a normal ECG, they may be more able to identify abnormal rhythms and waveforms by means of analysis and pattern recognition [ 65 – 67 ].…”

Section: Discussionmentioning

confidence: 99%

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

et al. 2020

View full text Add to dashboard Cite

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 expert 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. 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.

show abstract

“…It has been suggested that tuition should be geared towards the understanding of vectors, 59 and the basics of electrocardiography. [60][61][62] . If students are familiar with the features of a normal ECG, they may be more able to identify abnormal rhythms and waveforms by means of analysis and pattern recognition.…”

Section: Final List Of "Must Know" Ecg Diagnosesmentioning

confidence: 99%

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

Viljoen

Millar

Manning

et al. 2020

Preprint

View full text Add to dashboard Cite

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.

show abstract

Is community-based electrocardiography education feasible in the early phase of an undergraduate medical curriculum?

Cited by 4 publications

References 13 publications

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

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

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

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

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