EE-6S: an integrated approach for introducing early clinical exposure in the new Egyptian medical curriculum

Abstract

The electrocardiogram (ECG) is the primary diagnostic tool in cardiovascular diseases. Hence its interpretation is a core competency in medicine, where obvious deficiencies have been reported among learners. The aim of this study was to introduce the fundamentals of ECG knowledge and interpretation through early clinical exposure (ECE) based on a six-step approach for preclinical students ( n = 110) and to study its influence on their knowledge and interpretation skills thereafter. The first step employed a blended learning format using didactic lectures on normal and pathological ECGs, each preceded by preinstructional videos. The second step focused on psychomotor skills and utilized laboratory exercises for ECG recording and interpretation. The third step focused on vertical integration, where the clinical relevance of the procedure was established with integrated lectures. The fourth step used the Moodle platform, where opportunities for peer interactions and clarifications by clinical faculty were made available. The fifth step incorporated clinical and diagnostic reasoning through cardiology ward visits and interpretation of patient ECGs. The sixth step was designed for critical thinking and problem solving through case-based discussions with peers and faculty. Students were assessed with multiple-choice questions and objective structured practical examination. Learner perceptions of the approach were evaluated with a feedback questionnaire and focus group discussion. Statistical analysis showed that ECE through a six-step approach significantly enhanced knowledge and interpretation of ECG as evidenced by the pre- and posttest scores. Analysis of the focus group data revealed that learner engagement and skills of critical thinking were enhanced along with diagnostic and clinical reasoning.

Effect of a blended learning design in an undergraduate nursing electrocardiogram course: A quasi‐experimental study

“…The innovation of this study was that physiology knowledge related to ECG was included in the teaching activities to expand the knowledge system of ECG. Physiology is one of the basic sciences that is the foundation of medicine and should be learned in the clinical context if the competencies outlined for future medical graduates are addressed (Seif et al, 2021 ). However, with no introductory experiences in the clinical setting, students in their early undergraduate years usually have difficulty linking basic medical knowledge (e.g.…”

Analytical Study of Self-directed and Problem-Oriented Learning Sessions in Cardio-Respiratory Physiology

“…Because it ensures active participation of the learner through the use of various instructional methods, such as the construction of a problem for a given topic for a small group to discuss and derive accurate and desired solutions, problem-oriented learning is also regarded as an active form of learning and a valuable form of group education. In this kind of teaching and learning, the facilitator works as both a moderator and a supervisor [9]. Students are encouraged to use self-directed learning to understand the subject or topic better, improve knowledge retention, and improve critical thinking skills, all of which are important in today's world, according to the current curriculum, which asks for at least a third of horizontal and vertical alignment and integration [10].…”