Teaching Electrocardiogram Interpretation Research Articles

The effectiveness of computer-based simulation on nursing students’ electrocardiogram interpretation

Learners are the core of any education process, wherein they should be exposed to meaningful activities. Examples of such activities are simulations, which engage learners and reframe their understanding of practice by enabling the simultaneous exercise of “doing” and “thinking.” Simulation is particularly useful in electrocardiogram (ECG) interpretation as this is considered a difficult and complex topic. This prospective randomized controlled study was conducted to determine the effectiveness of simulation in promoting ECG learning by students. Sixty-four students were randomly assigned to groups exposed to traditional teaching (control) and a computer-based simulation (intervention). All the students were administered pre- and post-tests that required them to analyze 20 ECG strips. The analysis of the independent sample t-tests showed a significant difference in the means of the post-test scores between the intervention and control groups, t(37.47) = –9.628, two-tailed p = .000.Teaching ECG interpretation using a computer-based simulation was a successful experience.

A Novel Module Based Method of Teaching Electrocardiogram Interpretation for Emergency Medicine Residents

A Novel Module Based Method of Teaching Electrocardiogram Interpretation for Emergency Medicine Residents

A Novel Module Based Method of Teaching Electrocardiogram Interpretation for Emergency Medicine Residents.

A Novel Module Based Method of Teaching Electrocardiogram Interpretation for Emergency Medicine Residents.

Educational impact of an active learning session with 6-lead mobile electrocardiography on medical students’ knowledge of cardiovascular physiology during the COVID-19 pandemic in the United States: a survey-based observational study

Mobile electrocardiogram (ECG) devices are valuable tools for teaching ECG interpretation. The primary purpose of this follow-up study was to determine if an ECG active learning session could be safely and effectively performed during the coronavirus disease 2019 (COVID-19) pandemic using a newly developed mobile 6-lead ECG device. Additionally, we examined the educational impact of these active learning sessions on student knowledge of cardiovascular physiology and the utility of the mobile 6-lead ECG device in a classroom setting. In this study, first-year medical students (MS1) performed four active learning activities using the new mobile 6-lead ECG device. Data were collected from 42 MS1s through a quantitative survey administered in September 2020. Overall, students felt the activity enhanced their understanding of the course material and that the activity was performed safely and in compliance with local COVID-19 guidelines. These results emphasize student preference for hands-on, small group learning activities in spite of the pandemic.

Worked examples for teaching electrocardiogram interpretation: Salient or discriminatory features?

Cognitive load theory states that one way to optimise learning is to decrease extraneous cognitive load, defined as information not relevant to task completion. Worked examples, which show the learner the logic behind the solving of a problem, can decrease extraneous load. However, there is little research to guide the optimal formatting of worked examples. In a crossover design, first-year medical students were randomised to worked examples of bradycardias with salient features first and tachycardias with discriminatory features second (n=33) or worked examples of bradycardias with discriminatory features first and tachycardias with salient features second (n=32). After each learning phase, participants completed a testing phase. Diagnostic accuracy and reported cognitive load were compared between the two worked example formats, as well as with data for a group of historical controls, consisting of medical students interpreting electrocardiogram rhythms without worked examples. Each module concluded with a questionnaire in which the learner was asked to rate his or her perceptions of the difficulty of the core content, the clarity with which the information was presented, and perceived learning. Worked examples highlighting salient and discriminatory features were associated with similar levels of diagnostic accuracy (56% and 60%, respectively; P=.32). Both worked example conditions were associated with higher diagnostic accuracy than was found in historical controls (P<.0001). There was no difference in the extraneous load experienced between worked examples highlighting salient features and those highlighting discriminatory features (12.5±6.1 and 11.9±6.1, respectively; P=.52). Participants reported greater intrinsic load in the worked examples highlighting salient rather than discriminatory features (17.1±4.9 and 15.5±4.6, respectively; P=.01). Discriminatory feature-based worked examples were associated with less intrinsic cognitive load, but this did not translate into any meaningful difference in diagnostic performance. Instruction with worked examples improved diagnostic performance regardless of whether salient or discriminatory features were highlighted.

Comparing the Effects of Simulation-Based and Traditional Teaching Methods on the Critical Thinking Abilities and Self-Confidence of Nursing Students.

Critical thinking and self-confidence are imperative to success in clinical practice. Educators should use teaching strategies that will help students enhance their critical thinking and self-confidence in complex content such as electrocardiogram interpretation. Therefore, teaching electrocardiogram interpretation to students is important for nurse educators. This study compares the effect of simulation-based and traditional teaching methods on the critical thinking and self-confidence of students during electrocardiogram interpretation sessions. Thirty undergraduate nursing students volunteered to participate in this study. The participants were divided into intervention and control groups, which were taught respectively using the simulation-based and traditional teaching programs. All of the participants were asked to complete the study instrumentpretest and posttest to measure their critical thinking and self-confidence. Improvement was observed in the control and experimental groups with respect to critical thinking and self-confidence, as evidenced by the results of the paired samples t test and the Wilcoxon signed-rank test (p < .05). However, the independent t test and Mann-Whitney U test indicate that the difference between the two groups was not significant (p > .05). This study evaluated an innovative simulation-based teaching method for nurses. No significant differences in outcomes were identified between the simulator-based and traditional teaching methods, indicating that well-implemented educational programs that use either teaching method effectively promote critical thinking and self-confidence in nursing students. Nurse educators are encouraged to design educational plans with clear objectives to improve the critical thinking and self-confidence of their students. Future research should compare the effects of several teaching sessions using each method in a larger sample.

Lessons learned: a different approach to teaching electrocardiogram interpretation.

Medical EducationVolume 52, Issue 5 p. 558-559 Really Good Stuff: Lessons learned through innovation in medical education Lessons learned: a different approach to teaching electrocardiogram interpretation Richard B Stacey, Corresponding Author Richard B Stacey bstacey@wakehealth.edu orcid.org/0000-0002-0777-4194 Correspondence: Richard B Stacey, Department of Internal Medicine, Cardiovascular Medicine Section, Wake Forest School of Medicine, Medical Center Boulevard, Winston-Salem, North Carolina 27157-1045, USA. Tel: 00 1 336 716 2524; E-mail: bstacey@wakehealth.eduSearch for more papers by this authorDavid Manthey, David MantheySearch for more papers by this author Richard B Stacey, Corresponding Author Richard B Stacey bstacey@wakehealth.edu orcid.org/0000-0002-0777-4194 Correspondence: Richard B Stacey, Department of Internal Medicine, Cardiovascular Medicine Section, Wake Forest School of Medicine, Medical Center Boulevard, Winston-Salem, North Carolina 27157-1045, USA. Tel: 00 1 336 716 2524; E-mail: bstacey@wakehealth.eduSearch for more papers by this authorDavid Manthey, David MantheySearch for more papers by this author First published: 27 February 2018 https://doi.org/10.1111/medu.13562Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume52, Issue5May 2018Pages 558-559 RelatedInformation

A novel approach to teaching electrocardiogram interpretation: learning by drawing.

A novel approach to teaching electrocardiogram interpretation: learning by drawing.

A randomized control trial comparing use of a novel electrocardiogram simulator with traditional teaching in the acquisition of electrocardiogram interpretation skill

BackgroundAccurate interpretation of the electrocardiogram (ECG) remains an essential skill for medical students and junior doctors. While many techniques for teaching ECG interpretation are described, no single method has been shown to be superior. PurposeThis randomized control trial is the first to investigate whether teaching ECG interpretation using a computer simulator program or traditional teaching leads to improved scores in a test of ECG interpretation among medical students and postgraduate doctors immediately after and 3months following teaching. Participants' opinions of the program were assessed using a questionnaire. ConclusionsThere were no differences in ECG interpretation test scores immediately after or 3months after teaching in the lecture or simulator groups. At present therefore, there is insufficient evidence to suggest that ECG simulator programs are superior to traditional teaching.

Competency in ECG Interpretation Among Medical Students

BackgroundElectrocardiogram (ECG) is commonly used in diagnosis of heart diseases, including many life-threatening disorders. We aimed to assess skills in ECG interpretation among Polish medical students and to analyze the determinants of these skills.Material/MethodsUndergraduates from all Polish medical schools were asked to complete a web-based survey containing 18 ECG strips. Questions concerned primary ECG parameters (rate, rhythm, and axis), emergencies, and common ECG abnormalities. Analysis was restricted to students in their clinical years (4th–6th), and students in their preclinical years (1st–3rd) were used as controls.ResultsWe enrolled 536 medical students (females: n=299; 55.8%), aged 19 to 31 (23±1.6) years from all Polish medical schools. Most (72%) were in their clinical years. The overall rate of good response was better in students in years 4th–5th than those in years 1st–3rd (66% vs. 56%; p<0.0001). Competency in ECG interpretation was higher in students who reported ECG self-learning (69% vs. 62%; p<0.0001) but no difference was found between students who attended or did not attend regular ECG classes (66% vs. 66%; p=0.99). On multivariable analysis (p<0.0001), being in clinical years (OR: 2.45 [1.35–4.46] and self-learning (OR: 2.44 [1.46–4.08]) determined competency in ECG interpretation.ConclusionsPolish medical students in their clinical years have a good level of competency in interpreting the primary ECG parameters, but their ability to recognize ECG signs of emergencies and common heart abnormalities is low. ECG interpretation skills are determined by self-education but not by attendance at regular ECG classes. Our results indicate qualitative and quantitative deficiencies in teaching ECG interpretation at medical schools.

New ideas for teaching electrocardiogram interpretation and improving classroom teaching content.

BackgroundInterpreting an electrocardiogram (ECG) is not only one of the most important parts of diagnostics but also one of the most difficult areas to teach. Owing to the abstract nature of the basic theoretical knowledge of the ECG, its scattered characteristics, and tedious and difficult-to-remember subject matter, teaching how to interpret ECGs is as difficult for teachers to teach as it is for students to learn. In order to enable medical students to master basic knowledge of ECG interpretation skills in a limited teaching time, we modified the content used for traditional ECG teaching and now propose a new ECG teaching method called the “graphics-sequence memory method.”MethodsA prospective randomized controlled study was designed to measure the actual effectiveness of ECG learning by students. Two hundred students were randomly placed under a traditional teaching group and an innovative teaching group, with 100 participants in each group. The teachers in the traditional teaching group utilized the traditional teaching outline, whereas the teachers in the innovative teaching group received training in line with the proposed teaching method and syllabus. All the students took an examination in the final semester by analyzing 20 ECGs from real clinical cases and submitted their ECG reports.ResultsThe average ECG reading time was 32 minutes for the traditional teaching group and 18 minutes for the innovative teaching group. The average ECG accuracy results were 43% for the traditional teaching group and 77% for the innovative teaching group.ConclusionLearning to accurately interpret ECGs is an important skill in the cardiac discipline, but the ECG’s mechanisms are intricate and the content is scattered. Textbooks tend to make the students feel confused owing to the restrictions of the length and the format of the syllabi, apart from many other limitations. The graphics-sequence memory method was found to be a useful method for ECG teaching.

Techniques for teaching electrocardiogram interpretation: self-directed learning is less effective than a workshop or lecture

Teaching 12-lead electrocardiogram (ECG) interpretation to students and residents is a challenge for medical educators. To date, few studies have compared the effectiveness of different techniques used for ECG teaching. This study aimed to determine if common teaching techniques, such as those involving workshops, lectures and self-directed learning (SDL), increase medical students' ability to correctly interpret ECGs. It also aimed to compare the effectiveness of these formats. This was a prospective randomised study conducted over a 28-month period. Year 4 medical students were randomised to receive teaching in ECG interpretation using one of three teaching formats: workshop, lecture or SDL. All three formats covered the same content. Students were administered three tests: a pre-test (before teaching); a post-test (immediately after teaching), and a retention test (1 week after teaching). Each tested the same content using 25 questions worth 1 point each. A mixed-model repeated-measures analysis of variance (anova) with least squares post hoc analysis was conducted to determine if differences in test scores between the formats were statistically significant. Of the 223 students for whom data were analysed, 79 were randomised to a workshop, 82 to a lecture-based format and 62 to SDL. All three teaching formats resulted in a statistically significant improvement in individual test scores (p < 0.001). Comparison of the lecture- and workshop-based formats demonstrated no difference in test scores (marginal mean [MM] for both formats = 12.4, 95% confidence interval [95% CI] 11.7-13.2]; p = 0.99). Test scores of students using SDL (MM = 10.7, 95% CI 9.8-11.5) were lower than those of students in the workshop (p = 0.003) and lecture (p = 0.002) groups. Compared with those taught using workshop- and lecture-based formats, medical students learning ECG interpretation by SDL had lower test scores.

Methods of teaching and evaluating electrocardiogram interpretation skills among cardiology fellowship programs in the United States

Background This study examines the methods used by cardiology training programs within the United States to teach electrocardiogram (ECG) interpretation and prepare fellows for the American Board of Internal Medicine board examination. Methods A link to an 18-question Web-based survey was electronically mailed to 198 fellowship directors in the United States. Results The response rate was 45%. Most participating programs were university hospitals or affiliates (77%) and of moderate size (at least 11 total fellows [72%]). Programs were coordinated by senior (68%) general (60%) cardiologists. Only 42% of the programs performed formal testing. The American Board of Internal Medicine answer sheet was used by most faculty (92%) when teaching ECG interpretation. Conclusions Teaching of ECG interpretation varies among US fellowship programs. Coordination of curricula is performed by senior faculty, likely reflecting a trend toward subspecialization and dilution of ECG expertise among younger faculty. Future endeavors should focus on curriculum standardization with regular competency assessment.