Comparing Two Formats for Practising Electrocardiograph Interpretation

Abstract

Learning to interpret electrocardiographs (ECGs) requires knowledge of the features and patterns that characterize various pathological and normal conditions. Although there are varied ways of teaching these components skills, practice and the performance feedback accompanying practice may be a significant factor in attaining competence in this skill. This study examined the effects of immediate vs. delayed feedback in third-year medical students practising ECG interpretation an 30 tracings during their internal Medicine clerkship. The findings indicated that the timing of the feedback had no discernible impact an learning, but that even this modest level of practice had a major impact an ECG interpretationm accuracy when compared with a historical control group which had similar training but no opportunity to practice on real ECGs.