Department of Cardiology, CHU Rouen, F-76000, Rouen, France.
Inserm U1096, Univ Rouen Normandie, F-76000, Rouen, France.
BMC Med Educ. 2024 Sep 9;24(1):979. doi: 10.1186/s12909-024-05929-7.
Learning to interpret electrocardiograms (ECGs) is a crucial objective in medical education. Despite its importance, errors in ECGs interpretation are common, and the optimal teaching methods have not yet been clearly established.
To evaluate students' confidence in ECGs analysis and their opinion on current teaching methods, and to assess the effectiveness of a new ECG educational approach.
First, we conducted a survey on ECG learning among fourth to sixth-year medical students. Second, a 5-week multicenter comparative study was conducted with fourth-year medical students during their cardiology internship. Two different teaching methods were used, assigned by center. The first group participated in 5-minutes workshops 4 times a week using a "reversed classroom" method, supervised by a cardiologist, where students took turns selecting, presenting and discussing ECGs. The control group attended a single 2-hour face-to-face ECG course. All participants completed a 30-minute ECGs analysis test at baseline and after 5 weeks.
Out of 401 survey respondents, the confidence levels in ECG interpretation were 3/5 (IQR 2-3) for routine situations and 2/5 (IQR 1-3) for emergency situations. Satisfaction with ECG teaching was low (2/5, IQR 1-3) and 96.3% of respondents favored more extensive ECG training. In the comparative study, 52 students from 3 medical schools were enrolled (control group: n = 27; workshop group: n = 25). Both groups showed significant improvement in exam scores from baseline to 5-week (33/100 ± 12/100 to 44/100 ± 12/100, p < 0.0001 for the control group and 36/100 ± 13/100 to 62/100 ± 12/100, p < 0.0001 for the workshop group). The improvement was significantly greater in the workshop group compared to the control group (+ 26 ± 11 vs. + 11 ± 6, p < 0.001).
Among French medical students who initially reported low confidence and insufficient skills in ECG interpretation, the workshop approach using a "reversed classroom" method was found to be more effective than conventional lecture-based teaching during cardiology internship.
学习解读心电图（ECG）是医学教育中的一个重要目标。尽管其重要性不言而喻，但心电图解读错误仍然很常见，并且尚未明确最佳的教学方法。
评估学生对心电图分析的信心及其对当前教学方法的看法，并评估一种新的心电图教育方法的效果。
首先，我们对四至六年级医学生的心电图学习情况进行了调查。其次，在心血管实习期间，我们对四年级医学生进行了一项为期 5 周的多中心比较研究。按照中心分配，使用两种不同的教学方法。第一组每周进行 4 次 5 分钟的工作坊，采用“翻转课堂”的方法，由心脏病专家监督，学生轮流选择、呈现和讨论心电图。对照组参加了一个 2 小时的面对面心电图课程。所有参与者在基线和 5 周后都完成了 30 分钟的心电图分析测试。
在 401 名调查对象中，对常规情况的心电图解读信心水平为 3/5（IQR 2-3），对紧急情况的心电图解读信心水平为 2/5（IQR 1-3）。对心电图教学的满意度较低（2/5，IQR 1-3），96.3%的受访者赞成更广泛的心电图培训。在比较研究中，来自 3 所医学院的 52 名学生被纳入（对照组：n=27；工作坊组：n=25）。两组在考试成绩方面都有显著提高，从基线到 5 周后（对照组：33/100±12/100 至 44/100±12/100，p<0.0001；工作坊组：36/100±13/100 至 62/100±12/100，p<0.0001）。与对照组相比，工作坊组的改善更为显著（+26±11 对+11±6，p<0.001）。
在最初报告心电图解读信心较低且技能不足的法国医学生中，与传统的基于讲座的教学相比，使用“翻转课堂”方法的工作坊方法被发现更为有效。
