Key result
A focused teaching program significantly improved the successful interpretation of ventricular tachycardia compared to self-directed learning among undergraduate medical students (92.2% vs 58.3%, p=0.046).
Why the study?
Does a focused teaching program improve ECG interpretation competence and confidence in medical trainees compared to self-directed learning?
RCT (n=46)
Single-blind
Sealed envelopes
No
Does a focused teaching program improve ECG interpretation competence and confidence in medical trainees compared to self-directed learning?
Absolute Event Rate: 92.2% vs 58.3%
p-value: p=0.0469
A dedicated focused teaching program significantly improves ECG interpretation competence and confidence among medical trainees compared to self-directed learning.
Supports focused VT teaching in medical curricula; extends RCT evidence for structured over self-directed ECG education.
BACKGROUND: Competency in electrocardiogram (ECG) interpretation is central to undergraduate and postgraduate clinical training. Studies have demonstrated ECGs are interpreted sub-optimally. Our study compares the effectiveness of two learning strategies to improve competence and confidence. METHOD: A 1-month prospective randomized study compared the strategies in two cohorts: undergraduate third year medical students and postgraduate foundation year one (FY1) doctors. Both had blinded randomization to one of these learning strategies: focused teaching program (FTP) and self-directed learning (SDL). All volunteers completed a confidence questionnaire before and after allocation learning strategy and an ECG recognition multiple choice question (MCQ) paper at the end of the learning period. RESULTS: The FTP group of undergraduates demonstrated a significant difference in successfully interpreting "ventricular tachycardia" (P = 0.046) and "narrow complex tachycardia" (P = 0.009) than the SDL group. Participant confidence increased in both learning strategies. FTP confidence demonstrated a greater improvement than SDL for both cohorts. CONCLUSION: A dedicated teaching program can improve trainee confidence and competence in ECG interpretation. A larger benefit is observed in undergraduates and those undertaking a FTP.
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Christopher McAloon (2014) conducted an RCT in ECG interpretation competence (n=46). Focused teaching program (FTP) vs. Self-directed learning (SDL) was evaluated on Successful interpretation of ventricular tachycardia on MCQ (undergraduates) (p=0.0469). A focused teaching program significantly improved the successful interpretation of ventricular tachycardia compared to self-directed learning among undergraduate medical students (92.2% vs 58.3%, p=0.046).
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