Department of Emergency Medicine, Louisiana State University Health Sciences Center Shreveport, Shreveport, LA, USA.
Med Educ. 2011 Apr;45(4):347-53. doi: 10.1111/j.1365-2923.2010.03891.x.
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.
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.
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.
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.
Compared with those taught using workshop- and lecture-based formats, medical students learning ECG interpretation by SDL had lower test scores.
向学生和住院医师教授 12 导联心电图（ECG）解释是医学教育者面临的挑战。迄今为止，很少有研究比较用于 ECG 教学的不同技术的有效性。
本研究旨在确定常见的教学技术，如研讨会、讲座和自主学习（SDL），是否能提高医学生正确解释 ECG 的能力。它还旨在比较这些格式的有效性。
这是一项为期 28 个月的前瞻性随机研究。将四年级医学生随机分为接受以下三种教学方式之一的 ECG 解释教学：研讨会、讲座或 SDL。所有三种形式都涵盖了相同的内容。学生接受了三项测试：前测（教学前）；后测（教学后立即）和保留测（教学后一周）。每个测试都使用 25 个问题，每题 1 分，测试相同的内容。采用混合模型重复测量方差分析（anova）和最小二乘事后分析，以确定不同格式之间的测试分数差异是否具有统计学意义。
在分析数据的 223 名学生中，79 人被随机分配到研讨会组，82 人被分配到基于讲座的组，62 人被分配到 SDL 组。所有三种教学方式都使个人测试分数有了显著提高（p<0.001）。讲座和研讨会两种格式的测试分数比较没有差异（两种格式的边缘均值[MM]均为 12.4，95%置信区间[95%CI]为 11.7-13.2；p=0.99）。使用 SDL 的学生的测试分数（MM=10.7，95%CI 9.8-11.5）低于研讨会组（p=0.003）和讲座组（p=0.002）的学生。
与基于研讨会和讲座的教学方式相比，通过 SDL 学习 ECG 解释的医学生的测试分数较低。
