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.