High-fidelity simulation vs video-assisted teaching for early ECG learning - Randomised controlled trial.

Area of Science:

• Medical Education
• Cardiology
• Simulation-Based Learning

Background:

• Electrocardiography (ECG) interpretation is crucial for medical students but challenging due to limited clinical exposure.
• High-fidelity simulation teaching (HFST) and video-assisted teaching (VAT) are promising educational methods, yet comparative data is scarce.
• This study addresses the need for evidence comparing HFST and VAT for ECG education.

Purpose of the Study:

• To evaluate the effectiveness of HFST versus VAT in enhancing ECG knowledge and retention among preclinical medical students.
• To compare the impact of immersive simulation versus scalable video instruction on ECG competency.
• To assess knowledge acquisition and midterm retention using standardized assessments.

Main Methods:

• A randomized controlled trial involving 136 first-year medical students.
• Students were allocated to either HFST (simulation + discussion) or VAT (video + discussion) groups.
• Knowledge was assessed using Multiple-Choice Questions (MCQs) at baseline and 12 weeks, with statistical analyses including t-tests and ANCOVA.

Main Results:

• Both HFST and VAT groups showed significant improvements in ECG knowledge and retention from pre-test to post-test.
• The VAT group exhibited a slightly greater mean score improvement than the HFST group.
• Post-test score differences between groups were not statistically significant, even after adjusting for pre-test scores.

Conclusions:

• Both VAT and HFST are effective methods for improving midterm ECG knowledge and retention in preclinical medical students.
• VAT demonstrated a trend towards higher knowledge gain, but the difference was not statistically significant.
• Both teaching modalities represent viable alternatives for integration into undergraduate medical curricula.