Raupach, T;
Harendza, S;
Anders, S;
Schuelper, N;
Brown, J;
(2016)
How can we improve teaching of ECG interpretation skills? Findings from a prospective randomised trial.
Journal of Electrocardiology
, 49
(1)
pp. 7-12.
10.1016/j.jelectrocard.2015.10.004.
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Abstract
BACKGROUND: There is an ongoing debate on how ECG interpretation should be taught during undergraduate medical training. This study addressed the impact of teaching format, examination consequences and student motivation on skills retention. METHODS: A total of 493 fourth-year medical students participated in a six-group, partially randomised trial. Students received three levels of teaching intensity: self-directed learning (2 groups), lectures (2 groups) or small-group peer-teaching (2 groups). On each level of teaching intensity, end-of-course written examinations (ECG exit exam) were summative in one group and formative in the other. Learning outcome was assessed in a retention test two months later. RESULTS: Retention test scores were predicted by summative assessments (adjusted beta 4.08; 95% CI 1.39-6.78) but not by the type of teaching. Overall performance levels and motivation did not predict performance decrease or skills retention. CONCLUSIONS: Summative assessments increase medium-term retention of ECG interpretation skills, irrespective of instructional format.
| Type: | Article |
|---|---|
| Title: | How can we improve teaching of ECG interpretation skills? Findings from a prospective randomised trial. |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.jelectrocard.2015.10.004 |
| Publisher version: | http://dx.doi.org/10.1016/j.jelectrocard.2015.10.0... |
| Language: | English |
| Additional information: | © 2016 Published by Elsevier Inc.This manuscript is available under a Creative Commons Attribution Non-commercial Non-derivative 4.0 International license (CC BY-NC-ND 4.0). This license allows you to share, copy, distribute and transmit the work for personal and non-commercial use providing author and publisher attribution is clearly stated. Further details about CC BY licenses are available at http://creativecommons.org/ licenses/by/4.0. Access amy be initially restricted by the publisher. |
| Keywords: | Assessment, Decrease, Electrocardiogram, Forgetting, Learning, Medical education, Teaching |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences > Institute of Epidemiology and Health UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences > Institute of Epidemiology and Health > Behavioural Science and Health |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1473493 |
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