Abstract
Background: The 12-lead electrocardiogram (ECG) is a critical screening and diagnostic tool that identifies cardiovascular abnormalities and fatal cardiac emergencies. This study aimed to identify whether there was a competency difference in interpreting ECG strips between medical students, interns, and family residents. Methods: A cross-sectional, single-center study was conducted at a tertiary healthcare facility and its academic institution. Participants completed a self-administered data collection sheet comprising a demographic sheet and 10 ECG traces to assess their ECG knowledge. Each ECG had the same nine multiple-choice questions about the basic ECG parameters. Each correct answer was assigned a 1-point score (minimum, 0; maximum, 90) per participant. Results: There were 93 participants; of which 54 (58.1%) were medical students. Medical students had a significantly higher mean score (84.7 ± 9.5) than medical interns (73.4 ± 12.9, p < 0.001) and family medicine residents (58.2 ± 18.0, p < 0.001). Lectures were reported as the most effective modality of ECG teaching among 38 medical students (70.4%) and 9 residents (75.0%). Female family medicine residents had a higher mean score compared to their male colleagues (p = 0.04). Previous ECG exposure did not equate with better scores. Conclusion: There was a significant difference in the competency of ECG interpretation. The mean score of the family residents was the lowest with the medical students scoring the highest. Lectures were rated as the most effective method of learning ECG interpretation. More intensive ECG training in family residency programs is recommended.
Published Version
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