Implementation of a longitudinal, near-peer ECG didactic curriculum in an internal medicine residency program and impact on ECG interpretation skills
Abstract 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...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2023-07-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-023-04483-y |
| _version_ | 1797769471520145408 |
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| author | Matthew G. Kaye Hassan A. Khan Gregory D. Gudleski Yan Yatsynovich Susan P. Graham Alysia V. Kwiatkowski |
| author_facet | Matthew G. Kaye Hassan A. Khan Gregory D. Gudleski Yan Yatsynovich Susan P. Graham Alysia V. Kwiatkowski |
| author_sort | Matthew G. Kaye |
| collection | DOAJ |
| description | Abstract 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. |
| first_indexed | 2024-03-12T21:09:31Z |
| format | Article |
| id | doaj.art-eb18a0c501854ea5a32efd79f55c7312 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-03-12T21:09:31Z |
| publishDate | 2023-07-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-eb18a0c501854ea5a32efd79f55c73122023-07-30T11:18:18ZengBMCBMC Medical Education1472-69202023-07-012311610.1186/s12909-023-04483-yImplementation of a longitudinal, near-peer ECG didactic curriculum in an internal medicine residency program and impact on ECG interpretation skillsMatthew G. Kaye0Hassan A. Khan1Gregory D. Gudleski2Yan Yatsynovich3Susan P. Graham4Alysia V. Kwiatkowski5University at Buffalo, State University of New YorkUniversity at Buffalo, State University of New YorkUniversity at Buffalo, State University of New YorkCookville Regional Medical CenterUniversity at Buffalo, State University of New YorkUniversity at Buffalo, State University of New YorkAbstract 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.https://doi.org/10.1186/s12909-023-04483-yElectrocardiographyCurriculumInternship and residencyEducationMedicalGraduate |
| spellingShingle | Matthew G. Kaye Hassan A. Khan Gregory D. Gudleski Yan Yatsynovich Susan P. Graham Alysia V. Kwiatkowski Implementation of a longitudinal, near-peer ECG didactic curriculum in an internal medicine residency program and impact on ECG interpretation skills BMC Medical Education Electrocardiography Curriculum Internship and residency Education Medical Graduate |
| title | Implementation of a longitudinal, near-peer ECG didactic curriculum in an internal medicine residency program and impact on ECG interpretation skills |
| title_full | Implementation of a longitudinal, near-peer ECG didactic curriculum in an internal medicine residency program and impact on ECG interpretation skills |
| title_fullStr | Implementation of a longitudinal, near-peer ECG didactic curriculum in an internal medicine residency program and impact on ECG interpretation skills |
| title_full_unstemmed | Implementation of a longitudinal, near-peer ECG didactic curriculum in an internal medicine residency program and impact on ECG interpretation skills |
| title_short | Implementation of a longitudinal, near-peer ECG didactic curriculum in an internal medicine residency program and impact on ECG interpretation skills |
| title_sort | implementation of a longitudinal near peer ecg didactic curriculum in an internal medicine residency program and impact on ecg interpretation skills |
| topic | Electrocardiography Curriculum Internship and residency Education Medical Graduate |
| url | https://doi.org/10.1186/s12909-023-04483-y |
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