Interpretation of clinically important electrocardiogram abnormalities by emergency department students, residents, and staff

Delatore, Luca; Vukov, Larry F.

doi:10.1016/j.annemergmed.2004.07.264

Cited by 3 publications

(2 citation statements)

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“…ECGs demonstrating 2nd - and 3rd -degree AV blocks proved the most difficult for residents to accurately interpret prior to the implementation of the didactic curriculum. Previous research has corroborated the difficulty residents often have in correctly detecting these arrhythmias on ECG tracings [ 19 , 20 ]. Another ECG abnormality which has often proved difficult for residents to accurately identify is evidence of posterior myocardial infarction [ 19 , 21 ].…”

Section: Discussionmentioning

confidence: 91%

Implementation of a longitudinal, near-peer ECG didactic curriculum in an internal medicine residency program and impact on ECG interpretation skills

Kaye¹,

Khan²,

Gudleski³

et al. 2023

BMC Med Educ

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Background To determine the impact of a longitudinal, near-peer, dedicated ECG didactic curriculum on internal medicine resident ability to accurately interpret ECGs. Methods This study employs a prospective cohort design. Internal medicine residents at University at Buffalo participated in monthly ECG didactic sessions over a 7-month period. Residents were invited to complete pre- and post-curriculum questionnaires. Responses were anonymous and participation voluntary. Data collected included basic demographics, career interest, exposure to clinical cardiology, and number of sessions attended. Residents were asked to interpret sixteen unique ECGs, divided evenly among eight common rhythms into both questionnaires. Pre- and post-curriculum cohorts were compared using t-tests and chi-square analyses. Associations between attendance, comfort level in interpretation, and number of correct interpretations were analyzed using Pearson correlations. Multivariate linear regression determined the strongest predictor of the number of correct ECG interpretations. Results The post-curriculum cohort correctly interpreted a significantly greater percentage of ECGs compared to pre-curriculum cohort (74.5% vs. 60.9%, p < .001). Didactic attendance was significantly associated with comfort level in interpreting ECGs (r = .328, p = .018) and trended towards an increased number of correct interpretations (r = .248, p = .077). Residents who attended three or more sessions demonstrated increased ECG interpretation skills compared to those who attended two or fewer sessions (80.0% vs. 71.1%, p = .048). Number of clinical cardiology rotations attended was significantly associated with correct interpretations (r = .310, p < .001) and was the strongest predictor of accurately interpreting ECGs (β = 0.29, p = .037). Conclusions Participation in a longitudinal, near-peer ECG didactic curriculum improved resident ability to interpret ECGs. A curriculum which contains both didactic sessions and clinical exposure may offer the greatest benefit in improving ECG interpretation skills.

show abstract

Section: Discussionmentioning

confidence: 91%

Implementation of a longitudinal, near-peer ECG didactic curriculum in an internal medicine residency program and impact on ECG interpretation skills

Kaye¹,

Khan²,

Gudleski³

et al. 2023

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…Previous research has corroborated the di culty residents often have in correctly detecting these arrhythmias on ECG tracings. 19,20 Another ECG abnormality which has often proved di cult for residents to accurately identify is evidence of posterior myocardial infarction. 19,21 Although our present study did not speci cally test for accuracy in interpreting localization of myocardial infarction, the cohort demonstrated signi cant improvement in generally detecting STEMI on ECG tracings after completion of the curriculum.…”

Section: Discussionmentioning

confidence: 99%

Implementation of a Longitudinal, Near-Peer ECG Didactic Curriculum in an Internal Medicine Residency Program and Impact on ECG Interpretation Skills

Kaye

Khan

Gudleski

et al. 2023

Preprint

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Background To determine the impact of a longitudinal, near-peer, dedicated ECG didactic curriculum on internal medicine resident ability to accurately interpret ECGs. Methods This study employs a prospective cohort design. Internal medicine residents at University at Buffalo participated in monthly ECG didactic sessions over a 7-month period. Residents were invited to complete pre- and post-curriculum questionnaires. Responses were anonymous and participation voluntary. Data collected included basic demographics, career interest, exposure to clinical cardiology, and number of sessions attended. Residents were asked to interpret sixteen unique ECGs, divided evenly among eight common rhythms into both questionnaires. Pre- and post-curriculum cohorts were compared using t-tests and chi-square analyses. Associations between attendance, comfort level in interpretation, and number of correct interpretations were analyzed using Pearson correlations. Multivariate linear regression determined the strongest predictor of the number of correct ECG interpretations. Results The post-curriculum cohort correctly interpreted a significantly greater percentage of ECGs compared to pre-curriculum cohort (74.5% vs. 60.9%, p < 0.001). Didactic attendance was significantly associated with comfort level in interpreting ECGs (r = .328, p = .018) and trended towards an increased number of correct interpretations (r = .248, p = .077). Residents who attended three or more sessions demonstrated increased ECG interpretation skills compared to those who attended two or fewer sessions (80.0% vs. 71.1%, p = 0.048). Number of clinical cardiology rotations attended was significantly associated with correct interpretations (r = .310, p < .001) and was the strongest predictor of accurately interpreting ECGs (β = 0.29, p = .037). Conclusions Participation in a longitudinal, near-peer ECG didactic curriculum improved resident ability to interpret ECGs. A curriculum which contains both didactic sessions and clinical exposure may offer the greatest benefit in improving ECG interpretation skills.

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Designing an ECG curriculum for residents: Evidence-based approaches to improving resident ECG interpretation skills

Kaye,

Kwiatkowski,

Khan

et al. 2024

Journal of Electrocardiology

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Interpretation of clinically important electrocardiogram abnormalities by emergency department students, residents, and staff

Cited by 3 publications

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Implementation of a longitudinal, near-peer ECG didactic curriculum in an internal medicine residency program and impact on ECG interpretation skills

Implementation of a longitudinal, near-peer ECG didactic curriculum in an internal medicine residency program and impact on ECG interpretation skills

Implementation of a Longitudinal, Near-Peer ECG Didactic Curriculum in an Internal Medicine Residency Program and Impact on ECG Interpretation Skills

Designing an ECG curriculum for residents: Evidence-based approaches to improving resident ECG interpretation skills

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