Improving ECG Competence in Medical Trainees in a UK District General Hospital

Abstract

Background: Competency in electrocardiogram (ECG) interpretation is central to undergraduate and postgraduate clinical training. Studies have demonstrated ECGs are interpreted sub-optimally. Our study compares the effectiveness of two learning strategies to improve competence and confidence.

Method: A 1-month prospective randomized study compared the strategies in two cohorts: undergraduate third year medical students and postgraduate foundation year one (FY1) doctors. Both had blinded randomization to one of these learning strategies: focused teaching program (FTP) and self-directed learning (SDL). All volunteers completed a confidence questionnaire before and after allocation learning strategy and an ECG recognition multiple choice question (MCQ) paper at the end of the learning period.

Results: The FTP group of undergraduates demonstrated a significant difference in successfully interpreting "ventricular tachycardia" (P = 0.046) and "narrow complex tachycardia" (P = 0.009) than the SDL group. Participant confidence increased in both learning strategies. FTP confidence demonstrated a greater improvement than SDL for both cohorts.

Conclusion: A dedicated teaching program can improve trainee confidence and competence in ECG interpretation. A larger benefit is observed in undergraduates and those undertaking a FTP.




Cardiol Res. 2014;5(2):51-57
doi: http://dx.doi.org/10.14740/cr333e