Viljoen Charle André, Scott Millar Rob, Engel Mark E, Shelton Mary, Burch Vanessa
Division of Cardiology, Groote Schuur Hospital, University of Cape Town, Cape Town, South Africa.
Department of Medicine, Groote Schuur Hospital, University of Cape Town, Cape Town, South Africa.
BMJ Open. 2017 Dec 26;7(12):e018811. doi: 10.1136/bmjopen-2017-018811.
Although ECG interpretation is an essential skill in clinical medicine, medical students and residents often lack ECG competence. Novel teaching methods are increasingly being implemented and investigated to improve ECG training. Computer-assisted instruction is one such method under investigation; however, its efficacy in achieving better ECG competence among medical students and residents remains uncertain.
This article describes the protocol for a systematic review and meta-analysis that will compare the effectiveness of computer-assisted instruction with other teaching methods used for the ECG training of medical students and residents. Only studies with a comparative research design will be considered. Articles will be searched for in electronic databases (PubMed, Scopus, Web of Science, Academic Search Premier, CINAHL, PsycINFO, Education Resources Information Center, Africa-Wide Information and Teacher Reference Center). In addition, we will review citation indexes and conduct a grey literature search. Data extraction will be done on articles that met the predefined eligibility criteria. A descriptive analysis of the different teaching modalities will be provided and their educational impact will be assessed in terms of effect size and the modified version of Kirkpatrick framework for the evaluation of educational interventions. This systematic review aims to provide evidence as to whether computer-assisted instruction is an effective teaching modality for ECG training. It is hoped that the information garnered from this systematic review will assist in future curricular development and improve ECG training.
As this research is a systematic review of published literature, ethical approval is not required. The results will be reported according to the Preferred Reporting Items for Systematic Review and Meta-Analysis statement and will be submitted to a peer-reviewed journal. The protocol and systematic review will be included in a PhD dissertation.
CRD42017067054; Pre-results.
尽管心电图解读是临床医学中的一项基本技能，但医学生和住院医师往往缺乏心电图方面的能力。为了改进心电图培训，越来越多的新型教学方法正在被实施和研究。计算机辅助教学就是其中一种正在研究的方法；然而，其在医学生和住院医师中提高心电图能力方面的效果仍不确定。
本文描述了一项系统评价和荟萃分析的方案，该方案将比较计算机辅助教学与用于医学生和住院医师心电图培训的其他教学方法的有效性。仅考虑具有比较研究设计的研究。将在电子数据库（PubMed、Scopus、Web of Science、Academic Search Premier、CINAHL、PsycINFO、教育资源信息中心、非洲全境信息和教师参考中心）中搜索文章。此外，我们将查阅引文索引并进行灰色文献搜索。将对符合预定义纳入标准的文章进行数据提取。将提供对不同教学模式的描述性分析，并根据效应大小和用于评估教育干预的柯克帕特里克框架的修订版来评估其教育影响。这项系统评价旨在提供证据，证明计算机辅助教学是否是一种有效的心电图培训教学模式。希望从这项系统评价中收集到的信息将有助于未来的课程开发并改善心电图培训。
由于本研究是对已发表文献的系统评价，无需伦理批准。结果将根据系统评价和荟萃分析的首选报告项目进行报告，并将提交给同行评审期刊。该方案和系统评价将纳入一篇博士论文。
PROSPERO注册号：CRD42017067054；预结果。
