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The acquisition and retention of ECG interpretation skills after a standardized web-based ECG tutorial-a randomised study.

Rolskov Bojsen S, Räder SB, Holst AG, Kayser L, Ringsted C, Hastrup Svendsen J, Konge L - BMC Med Educ (2015)

Bottom Line: However, there were no significant differences in mean retention-test score between the groups (p = 0.33).When comparing the pre-test to retention-test delta scores, junior students had learned significantly more than senior students (junior students improved 10.7 points and senior students improved 4.7 points, p = 0.003).A standalone web-based ECG tutorial can be an effective means of teaching ECG interpretation skills to medical students.

View Article: PubMed Central - PubMed

Affiliation: Centre for Clinical Education, Rigshospitalet, Afsnit 5404, Teilumbygningen, Blegdamsvej 9, 2100, Copenhagen, Denmark. txl932@alumni.ku.dk.

ABSTRACT

Background: Electrocardiogram (ECG) interpretation is of great importance for patient management. However, medical students frequently lack proficiency in ECG interpretation and rate their ECG training as inadequate. Our aim was to examine the effect of a standalone web-based ECG tutorial and to assess the retention of skills using multiple follow-up intervals.

Methods: 203 medical students were included in the study. All participants completed a pre-test, an ECG tutorial, and a post-test. The participants were also randomised to complete a retention-test after short (2-4 weeks), medium (10-12 weeks), or long (18-20 weeks) follow-up. Intragroup comparisons of test scores were done using paired-samples t-test. Intergroup comparisons of test scores were performed using independent-samples t-test and ANOVA, whereas demographic data were compared using ANOVA and Chi-squared test.

Results: The overall mean test score improved significantly from 52.7 (SD 16.8) in the pre-test to 68.4 (SD 12.3) in the post-test (p < 0.001). Junior and senior students demonstrated significantly different baseline scores (45.5 vs. 57.8 points; p < 0.001), but showed comparable score gains (16.5 and 15.1 points, respectively; p = 0.48). All three follow-up groups experienced a decrease in test score between post-test and retention-test: from 67.4 (SD 12.3) to 60.2 (SD 8.3) in the short follow-up group, from 71.4 (SD 12.0) to 60.8 (SD 8.9) in the medium follow-up group, and from 66.1 (SD 12.1) to 58.6 (SD 8.6) in the long follow-up group (p < 0.001 for all). However, there were no significant differences in mean retention-test score between the groups (p = 0.33). Both junior and senior students showed a decline in test score at follow-up (from 62.0 (SD 10.6) to 56.2 (SD 9.8) and from 72.9 (SD 11.4) to 62.5 (SD 6.6), respectively). When comparing the pre-test to retention-test delta scores, junior students had learned significantly more than senior students (junior students improved 10.7 points and senior students improved 4.7 points, p = 0.003).

Conclusion: A standalone web-based ECG tutorial can be an effective means of teaching ECG interpretation skills to medical students. The newly acquired skills are, however, rapidly lost when the intervention is not repeated.

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Improvement in test score between pre-test and retention-test for junior and senior students. Box-plot representation of the pre-test, post-test and retention-test scores for junior and senior students. Each plot shows the median (centred vertical line), the middle 50% of the test scores (box), the highest and lowest score (top and bottom vertical lines) and outliers (dots). The transverse lines that connect the pre-test and retention-test medians depict the improvement between pre-test and retention-test (pooled follow-up interval of 2–20 weeks). As evident from the plot, the overall improvement was greater among the junior students.
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Fig3: Improvement in test score between pre-test and retention-test for junior and senior students. Box-plot representation of the pre-test, post-test and retention-test scores for junior and senior students. Each plot shows the median (centred vertical line), the middle 50% of the test scores (box), the highest and lowest score (top and bottom vertical lines) and outliers (dots). The transverse lines that connect the pre-test and retention-test medians depict the improvement between pre-test and retention-test (pooled follow-up interval of 2–20 weeks). As evident from the plot, the overall improvement was greater among the junior students.

Mentions: Table 3 shows the test results divided by junior and senior students. We found statistically significant differences between test scores at all test times with junior students consistently achieving lower scores (p < 0.001 in all three tests). Still, the overall time course was similar between the groups and was identical to the trend described above. In order to evaluate which of the two groups had benefitted most from the ECG tutorial by the end of the study, the delta scores between pre-test and retention-test were compared. Both junior and senior students had achieved statistically significant positive figures (10.7 points for junior students and 4.7 points for senior students); the delta score was, however, significantly greater among the junior students (p = 0.003). In Figure 3, the increase in test-score from pre-test to retention-test for both groups is visualized with a solid line.Table 3


The acquisition and retention of ECG interpretation skills after a standardized web-based ECG tutorial-a randomised study.

Rolskov Bojsen S, Räder SB, Holst AG, Kayser L, Ringsted C, Hastrup Svendsen J, Konge L - BMC Med Educ (2015)

Improvement in test score between pre-test and retention-test for junior and senior students. Box-plot representation of the pre-test, post-test and retention-test scores for junior and senior students. Each plot shows the median (centred vertical line), the middle 50% of the test scores (box), the highest and lowest score (top and bottom vertical lines) and outliers (dots). The transverse lines that connect the pre-test and retention-test medians depict the improvement between pre-test and retention-test (pooled follow-up interval of 2–20 weeks). As evident from the plot, the overall improvement was greater among the junior students.
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC4356122&req=5

Fig3: Improvement in test score between pre-test and retention-test for junior and senior students. Box-plot representation of the pre-test, post-test and retention-test scores for junior and senior students. Each plot shows the median (centred vertical line), the middle 50% of the test scores (box), the highest and lowest score (top and bottom vertical lines) and outliers (dots). The transverse lines that connect the pre-test and retention-test medians depict the improvement between pre-test and retention-test (pooled follow-up interval of 2–20 weeks). As evident from the plot, the overall improvement was greater among the junior students.
Mentions: Table 3 shows the test results divided by junior and senior students. We found statistically significant differences between test scores at all test times with junior students consistently achieving lower scores (p < 0.001 in all three tests). Still, the overall time course was similar between the groups and was identical to the trend described above. In order to evaluate which of the two groups had benefitted most from the ECG tutorial by the end of the study, the delta scores between pre-test and retention-test were compared. Both junior and senior students had achieved statistically significant positive figures (10.7 points for junior students and 4.7 points for senior students); the delta score was, however, significantly greater among the junior students (p = 0.003). In Figure 3, the increase in test-score from pre-test to retention-test for both groups is visualized with a solid line.Table 3

Bottom Line: However, there were no significant differences in mean retention-test score between the groups (p = 0.33).When comparing the pre-test to retention-test delta scores, junior students had learned significantly more than senior students (junior students improved 10.7 points and senior students improved 4.7 points, p = 0.003).A standalone web-based ECG tutorial can be an effective means of teaching ECG interpretation skills to medical students.

View Article: PubMed Central - PubMed

Affiliation: Centre for Clinical Education, Rigshospitalet, Afsnit 5404, Teilumbygningen, Blegdamsvej 9, 2100, Copenhagen, Denmark. txl932@alumni.ku.dk.

ABSTRACT

Background: Electrocardiogram (ECG) interpretation is of great importance for patient management. However, medical students frequently lack proficiency in ECG interpretation and rate their ECG training as inadequate. Our aim was to examine the effect of a standalone web-based ECG tutorial and to assess the retention of skills using multiple follow-up intervals.

Methods: 203 medical students were included in the study. All participants completed a pre-test, an ECG tutorial, and a post-test. The participants were also randomised to complete a retention-test after short (2-4 weeks), medium (10-12 weeks), or long (18-20 weeks) follow-up. Intragroup comparisons of test scores were done using paired-samples t-test. Intergroup comparisons of test scores were performed using independent-samples t-test and ANOVA, whereas demographic data were compared using ANOVA and Chi-squared test.

Results: The overall mean test score improved significantly from 52.7 (SD 16.8) in the pre-test to 68.4 (SD 12.3) in the post-test (p < 0.001). Junior and senior students demonstrated significantly different baseline scores (45.5 vs. 57.8 points; p < 0.001), but showed comparable score gains (16.5 and 15.1 points, respectively; p = 0.48). All three follow-up groups experienced a decrease in test score between post-test and retention-test: from 67.4 (SD 12.3) to 60.2 (SD 8.3) in the short follow-up group, from 71.4 (SD 12.0) to 60.8 (SD 8.9) in the medium follow-up group, and from 66.1 (SD 12.1) to 58.6 (SD 8.6) in the long follow-up group (p < 0.001 for all). However, there were no significant differences in mean retention-test score between the groups (p = 0.33). Both junior and senior students showed a decline in test score at follow-up (from 62.0 (SD 10.6) to 56.2 (SD 9.8) and from 72.9 (SD 11.4) to 62.5 (SD 6.6), respectively). When comparing the pre-test to retention-test delta scores, junior students had learned significantly more than senior students (junior students improved 10.7 points and senior students improved 4.7 points, p = 0.003).

Conclusion: A standalone web-based ECG tutorial can be an effective means of teaching ECG interpretation skills to medical students. The newly acquired skills are, however, rapidly lost when the intervention is not repeated.

Show MeSH