Utilizing Supplemental Online Modules for Physician Assistant Student Electrocardiogram Interpretation Training.

Area of Science:

• Medical Education
• Cardiology
• Physician Assistant Studies

Background:

• Graduating medical and physician assistant (PA) students often exhibit deficits in electrocardiogram (ECG) interpretation competency.
• Standardized ECG training may not adequately prepare students for clinical interpretation demands.

Purpose of the Study:

• To evaluate the impact of perceptual adaptive learning modules (PALMs) on PA students' ECG interpretation skills.
• To assess whether PALMs influence students' self-perceived competence in ECG interpretation.
• To determine the combined effect of PALMs on both objective performance and subjective confidence.

Main Methods:

• PALMs were integrated into the PA curriculum following didactic ECG instruction.
• Student performance was measured using pretest, posttest, and delayed-posttest assessments.
• Key metrics included interpretation accuracy and fluency (time to interpret within 15 seconds), alongside student perception surveys.

Main Results:

• PALM training demonstrated statistically significant improvements in ECG interpretation accuracy and fluency (p < .0001).
• These gains were sustained, as evidenced by improved delayed-posttest scores (p < .0001).
• A majority of students perceived PALMs as a valuable supplement to their ECG education.

Conclusions:

• Supplemental PALMs effectively enhance both the accuracy and speed of ECG interpretation among PA students.
• The positive student perceptions reinforce the utility of PALMs in ECG training.
• Continued integration of PALMs is recommended to bolster ECG competency in PA education.