Self-directed learning for ECG interpretation resulted in significantly lower test scores (mean 10.7) compared to workshop or lecture-based formats (mean 12.4; p=0.003 and p=0.002, respectively).
RCT (n=223)
Randomized to workshop, lecture, or self-directed learning
ECG interpretation (Medical education) (n=223)
Workshop or lecture-based teaching vs Self-directed learning (SDL)
Test scores on a 25-question ECG interpretation test, p=0.003 (vs workshop), 0.002 (vs lecture)
Absolute Event Rate: 12.4% vs 10.7%
p-value: p=0.003 (vs workshop), 0.002 (vs lecture)
CONTEXT: 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. OBJECTIVES: 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. METHODS: 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. RESULTS: 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. CONCLUSIONS: Compared with those taught using workshop- and lecture-based formats, medical students learning ECG interpretation by SDL had lower test scores.
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Simon A. Mahler
Preventive Cardiology
Christopher J Wolcott
Louisiana State University Health Sciences Center Shreveport
Thomas K. Swoboda
Roseman University of Health Sciences
Civil War Book Review
Medical Education
Louisiana State University Health Sciences Center Shreveport
Louisiana State University in Shreveport
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Mahler et al. (Tue,) conducted a rct in ECG interpretation (Medical education) (n=223). Workshop or lecture-based teaching vs. Self-directed learning (SDL) was evaluated on Test scores on a 25-question ECG interpretation test (p=0.003 (vs workshop), 0.002 (vs lecture)). Self-directed learning for ECG interpretation resulted in significantly lower test scores (mean 10.7) compared to workshop or lecture-based formats (mean 12.4; p=0.003 and p=0.002, respectively).
synapsesocial.com/papers/6a0663813f8bf83a443ddaf9 — DOI: https://doi.org/10.1111/j.1365-2923.2010.03891.x