Self-drawing after flipped classroom effectively improves electrocardiogram (ECG) reading skills of residents (Preprint)

BACKGROUND Although the training course of electrocardiogram (ECG) interpretation was started early in medical school, the accuracy in interpretation of 12-lead ECG is always a challenge issue. We conducted a pilot teaching program for comparing the effectiveness of conventional didactic lecture and self- drawing after flipped classroom (SDFC). OBJECTIVE The purpose of this study is to evaluate the effectiveness of self-drawing electrocardiograms and the impact of incorporating a flipped classroom approach in optimizing ECG teaching METHODS This study was conducted by postgraduate-year (PGY)-I residents at MacKay Memorial Hospital over three years. The study enrolled 76 PGY-I residents, who were randomized into three groups: conventional control group (group 1), self-drawing group (group 2) and SDFC group (group 3). All participants were provided with the same learning material and didactic lectures. Knowledge evaluation was performed using pre-tests and post-tests, and self-evaluation of competence and behavior change and program evaluations were conducted using questionnaires. RESULTS The feedback was positive, emphasizing the benefits of SDFC in combining theory and practical steps to approach ECG reading. The results of the written summative examination item were better and excellent in the SDFC group. CONCLUSIONS Our study demonstrated the promising effects of SDFC on the recognition of ECG presentations, which could make up for the inadequacies of traditional classroom teaching. It can be incorporated into routine teaching if proven successful in a larger cohort. CLINICALTRIAL N/A