Background
ECG interpretation is a core skill required of all doctors. The
inability to correctly identify abnormal ECGs can delay potentially
life-saving treatment (1,2). Despite the vital importance of this skill
ECG knowledge remains suboptimal among medical students and doctors in
clinical practice (1-4). The reputation of ECG interpretation as a
difficult skill to learn has negative impacts on students’ engagement
with teaching, a principle that continues into clinical practice for
doctors in training. Recent studies in the area of ECG teaching have
focused on the optimum method of ECG teaching for novice learners (e.g
medical students)(5-7). Although there is no clear consensus on the
optimal method of ECG teaching, the importance of reinforced learning
and continuous professional development is consistently reproduced (7).
In clinical training at a post-graduate level, there is a high emphasis
on self-directed learning and bedside teaching from senior colleagues.
This method of teaching assumes a basic knowledge of the principles of
ECG interpretation and aims to reinforce and build on that knowledge. It
is therefore not directly comparable to ECG teaching for medical
students. The purpose of this
study was to assess the impact of a short period of ECG revision
teaching on ECG knowledge in students who had completed their ECG
teaching curriculum. The secondary outcome of confidence in ECG
interpretation was included as a lack of confidence with ECG
interpretation can limit a doctor’s ability to provide confident
interpretation of ECGs and potentially delay patient treatment.