Abstract
Background Electrocardiogram (ECG) interpretation is a core skill
required of all doctors. Despite this, ECG interpretation remains
suboptimal among medical students and doctors in clinical practice. This
study assessed the impact of a short period of ECG teaching provided to
medical students on completion of their academic curriculum. The primary
outcome was the impact on students’ knowledge. The secondary outcome was
the impact on confidence in ECG interpretation. Methods and Results
Prospective cohort study of the impact of 2 hours of ECG teaching
delivered by Cardiology trainees to final year medical students.
Standardised 10 question examinations were given before and after the
session. Questionnaires were given to assess confidence in ECG
interpretation. Of 150 students who received teaching, 141 completed the
pre-course examination and 139 completed the post-course examination
(mean age 25.1 years; 55.5% female; 81.1% undergraduate). There was a
statistically significant improvement in results after the course (p
<0.001). The improvement was most significant in the
assessment of heart rate and STEMI identification. Thirty-nine students
completed feedback questionnaires. There was a statistically significant
improvement in confidence in ECG interpretation (p <0.001).
Conclusions This study showed an improvement in both ECG knowledge and
confidence in ECG interpretation following 2 hours of teaching. The
assessment of simple concepts such as heart rate improved more
significantly than complex concepts such as conduction abnormalities.
Our findings suggest a benefit from dedicated ECG revision programmes to
enhance ECG knowledge and confidence in ECG interpretation.