Teaching electrocardiogram basics using dance and movement

Area of Science:

• Medical Education
• Kinesiology
• Pharmacology

Background:

• Electrocardiogram (ECG) interpretation is a critical skill for healthcare professionals.
• Traditional teaching methods for ECG rhythms may not engage all learning styles effectively.

Purpose of the Study:

• To implement and evaluate a novel pedagogical approach for teaching ECG rhythms.
• To assess the impact of dance and movement on student learning and perception of ECG rhythm recognition.

Main Methods:

• Third-year pharmacy students were divided into two groups: one learning ECG rhythms through dance and movement, the other through traditional lectures.
• A dance faculty member collaborated to develop and deliver the movement-based curriculum.
• Pretests and posttests were administered, followed by a qualitative focus group to gather student feedback.

Main Results:

• The group utilizing dance and movement demonstrated a trend toward improved test scores compared to the control group.
• Qualitative feedback indicated that students perceived dance as beneficial for the speed of retention and recognition of ECG rhythms.
• Some students reported initial discomfort with the non-traditional approach.

Conclusions:

• Interprofessional collaboration between pharmacy and dance faculty yielded an innovative teaching strategy for ECG rhythms.
• The dance and movement methodology showed potential for enhancing learning outcomes in ECG interpretation.
• This approach may offer a valuable alternative or supplement to conventional educational techniques.