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Evaluating a Blended Learning Model for Medical Student ECG Teaching
Adrienne W Mann, John Cunningham1, Alexis Tumolo2
1Department of Internal Medicine, Denver Health and Hospital Authority, Denver.
Southern Medical Journal
|December 29, 2022
Summary
A blended learning curriculum significantly improved medical students' electrocardiogram (ECG) interpretation skills and confidence. This approach enhanced the identification of common and life-threatening ECG abnormalities.
Area of Science:
- Medical Education
- Cardiology
- Diagnostic Skills
Background:
- Interpreting 12-lead electrocardiograms (ECG) is a crucial skill for physicians.
- Medical school curricula often teach ECG interpretation during Internal Medicine clerkships.
- Traditional teaching methods may be enhanced by innovative pedagogical approaches.
Purpose of the Study:
- To develop and evaluate a blended learning curriculum for ECG interpretation.
- To enhance medical students' ability to systematically interpret ECGs.
- To improve the identification of common and life-threatening ECG abnormalities.
Main Methods:
- A blended learning curriculum was implemented involving lectures, videos, and team-based learning in a flipped-classroom format.
- 349 medical students participated in the curriculum between 2016 and 2019.
- Student confidence and test scores were assessed before and after the curriculum.
Main Results:
- Learner confidence in ECG interpretation significantly improved (P < 0.001).
- Post-curriculum test scores showed statistically significant improvement in all diagnoses (P < 0.01).
- Greatest gains were observed in identifying ventricular fibrillation and ventricular tachycardia.
Conclusions:
- A blended learning model effectively enhances ECG interpretation skills.
- Combining multiple educational modalities leads to improved learner performance and confidence.
- This curriculum provides a valuable framework for teaching essential ECG interpretation skills.
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