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How can we improve teaching of ECG interpretation skills? Findings from a prospective randomised trial

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How can we improve teaching of ECG interpretation skills? Findings from a prospective randomised trial. / Raupach, T; Harendza, S; Anders, S; Schuelper, N; Brown, J.

In: J ELECTROCARDIOL, Vol. 49, No. 1, 13.10.2015, p. 7-12.

Research output: SCORING: Contribution to journal › SCORING: Journal article › Research › peer-review

Harvard

Raupach, T, Harendza, S, Anders, S, Schuelper, N & Brown, J 2015, 'How can we improve teaching of ECG interpretation skills? Findings from a prospective randomised trial', J ELECTROCARDIOL, vol. 49, no. 1, pp. 7-12. https://doi.org/10.1016/j.jelectrocard.2015.10.004

APA

Raupach, T., Harendza, S., Anders, S., Schuelper, N., & Brown, J. (2015). How can we improve teaching of ECG interpretation skills? Findings from a prospective randomised trial. J ELECTROCARDIOL, 49(1), 7-12. https://doi.org/10.1016/j.jelectrocard.2015.10.004

Vancouver

Raupach T, Harendza S, Anders S, Schuelper N, Brown J. How can we improve teaching of ECG interpretation skills? Findings from a prospective randomised trial. J ELECTROCARDIOL. 2015 Oct 13;49(1):7-12. https://doi.org/10.1016/j.jelectrocard.2015.10.004

Bibtex

@article{55a408e479e04e29b01484012fa2fa29,
title = "How can we improve teaching of ECG interpretation skills? Findings from a prospective randomised trial",
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.",
author = "T Raupach and S Harendza and S Anders and N Schuelper and J Brown",
note = "Copyright {\textcopyright} 2015. Published by Elsevier Inc.",
year = "2015",
month = oct,
day = "13",
doi = "10.1016/j.jelectrocard.2015.10.004",
language = "English",
volume = "49",
pages = "7--12",
journal = "J ELECTROCARDIOL",
issn = "0022-0736",
publisher = "Churchill Livingstone",
number = "1",

}

RIS

TY - JOUR

T1 - How can we improve teaching of ECG interpretation skills? Findings from a prospective randomised trial

AU - Raupach, T

AU - Harendza, S

AU - Anders, S

AU - Schuelper, N

AU - Brown, J

N1 - Copyright © 2015. Published by Elsevier Inc.

PY - 2015/10/13

Y1 - 2015/10/13

N2 - 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.

AB - 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.

U2 - 10.1016/j.jelectrocard.2015.10.004

DO - 10.1016/j.jelectrocard.2015.10.004

M3 - SCORING: Journal article

C2 - 26615874

VL - 49

SP - 7

EP - 12

JO - J ELECTROCARDIOL

JF - J ELECTROCARDIOL

SN - 0022-0736

IS - 1

ER -