Matthew Capustin, Spencer Weintraub, Ji-Cheng Hsieh, Jack Alboucai, Farzana Antara, Karen Friedman
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Residents were required to submit interpretations within 1 week, after which the answer, a short description of ECG findings, and clinical pearls were posted. Data collection included pre-post surveys with a 1- to 5-Likert scale measuring self-reported confidence and a test containing 15 unique ECGs.</p><p><strong>Results: </strong>Of 151 total categorical and preliminary Internal Medicine residents, 38 (25.2%) completed pre-post surveys and were analyzed as matched pairs. Residents demonstrated increases in Likert ratings of confidence (mean post-pre score difference 0.44 of 5, <i>P</i> = <.01), overall performance (mean post-pre raw score difference 0.97 of 15, <i>P</i> = <.01), and performance in identifying normal variants (mean post-pre score subset difference 14.21%, <i>P</i> = .017). Residents had no significant change in performance in identifying tachyarrhythmias (mean post-pre score subset difference 5.9%, <i>P</i> = .24), ST-segment changes (0.88%, <i>P</i> = 0.89), or conduction disease (-0.65%, <i>P</i> = .92).</p><p><strong>Conclusions: </strong>Overall, this curriculum was effective in improving resident confidence in and knowledge of ECG interpretation, with a particular strength in identifying normal/normal variants. Next steps include targeting specific ECG pathologies in which residents show particular knowledge gaps and creation of a 3-year longitudinal curriculum to reinforce knowledge over the course of a 3-year residency.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251358038"},"PeriodicalIF":1.6000,"publicationDate":"2025-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12277935/pdf/","citationCount":"0","resultStr":"{\"title\":\"A Novel Microlearning Asynchronous Curriculum to Improve Internal Medicine Trainees' Confidence and Skill in Interpreting ECGs.\",\"authors\":\"Matthew Capustin, Spencer Weintraub, Ji-Cheng Hsieh, Jack Alboucai, Farzana Antara, Karen Friedman\",\"doi\":\"10.1177/23821205251358038\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Skills in electrocardiogram (ECG) interpretation are critical in clinical decision making but remain poor among Internal Medicine residents. There remains no standardized method for teaching ECG interpretation.</p><p><strong>Methods: </strong>This study aimed to leverage the benefits of microlearning by assessing an asynchronous microlearning ECG curriculum for Internal Medicine residents at a single academic residency program between September 2023 and June 2024. The ECG curriculum was comprised of 30 mandatory weekly ECGs which included a clinical vignette, a 12-lead ECG, and a single multiple-choice or free response question posted on Microsoft Teams. Residents were required to submit interpretations within 1 week, after which the answer, a short description of ECG findings, and clinical pearls were posted. Data collection included pre-post surveys with a 1- to 5-Likert scale measuring self-reported confidence and a test containing 15 unique ECGs.</p><p><strong>Results: </strong>Of 151 total categorical and preliminary Internal Medicine residents, 38 (25.2%) completed pre-post surveys and were analyzed as matched pairs. Residents demonstrated increases in Likert ratings of confidence (mean post-pre score difference 0.44 of 5, <i>P</i> = <.01), overall performance (mean post-pre raw score difference 0.97 of 15, <i>P</i> = <.01), and performance in identifying normal variants (mean post-pre score subset difference 14.21%, <i>P</i> = .017). Residents had no significant change in performance in identifying tachyarrhythmias (mean post-pre score subset difference 5.9%, <i>P</i> = .24), ST-segment changes (0.88%, <i>P</i> = 0.89), or conduction disease (-0.65%, <i>P</i> = .92).</p><p><strong>Conclusions: </strong>Overall, this curriculum was effective in improving resident confidence in and knowledge of ECG interpretation, with a particular strength in identifying normal/normal variants. 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引用次数: 0
摘要
背景:心电图判读技能对临床决策至关重要,但在内科住院医师中仍然很差。目前还没有标准化的心电判读教学方法。方法:本研究旨在通过评估2023年9月至2024年6月期间单个学术住院医师项目的内科住院医师异步微学习心电图课程,利用微学习的好处。心电图课程包括每周30次强制性心电图,其中包括临床小品,12导联心电图,以及发布在微软团队上的单个选择题或自由回答题。要求住院医师在1周内提交解释,之后将答案、心电图结果简短描述和临床珍珠贴出。数据收集包括用1至5李克特量表测量自我报告信心的前后调查和包含15个独特心电图的测试。结果:151名内科住院医师中,38名(25.2%)完成了前后调查,并进行配对分析。居民表现出信心的李克特评分增加(得分后的平均差值为0.44 / 5,P = P = P = 0.017)。住院医师在识别快速性心律失常(评分前亚群平均差异5.9%,P = 0.24)、st段变化(0.88%,P = 0.89)或传导疾病(-0.65%,P = 0.92)方面的表现无显著变化。结论:总体而言,该课程有效地提高了住院医生对心电图判读的信心和知识,在识别正常/正常变异方面具有特别的优势。接下来的步骤包括针对特定的心电图病理,其中住院医生表现出特定的知识差距,并创建一个为期3年的纵向课程,以加强3年住院医生的知识。
A Novel Microlearning Asynchronous Curriculum to Improve Internal Medicine Trainees' Confidence and Skill in Interpreting ECGs.
Background: Skills in electrocardiogram (ECG) interpretation are critical in clinical decision making but remain poor among Internal Medicine residents. There remains no standardized method for teaching ECG interpretation.
Methods: This study aimed to leverage the benefits of microlearning by assessing an asynchronous microlearning ECG curriculum for Internal Medicine residents at a single academic residency program between September 2023 and June 2024. The ECG curriculum was comprised of 30 mandatory weekly ECGs which included a clinical vignette, a 12-lead ECG, and a single multiple-choice or free response question posted on Microsoft Teams. Residents were required to submit interpretations within 1 week, after which the answer, a short description of ECG findings, and clinical pearls were posted. Data collection included pre-post surveys with a 1- to 5-Likert scale measuring self-reported confidence and a test containing 15 unique ECGs.
Results: Of 151 total categorical and preliminary Internal Medicine residents, 38 (25.2%) completed pre-post surveys and were analyzed as matched pairs. Residents demonstrated increases in Likert ratings of confidence (mean post-pre score difference 0.44 of 5, P = <.01), overall performance (mean post-pre raw score difference 0.97 of 15, P = <.01), and performance in identifying normal variants (mean post-pre score subset difference 14.21%, P = .017). Residents had no significant change in performance in identifying tachyarrhythmias (mean post-pre score subset difference 5.9%, P = .24), ST-segment changes (0.88%, P = 0.89), or conduction disease (-0.65%, P = .92).
Conclusions: Overall, this curriculum was effective in improving resident confidence in and knowledge of ECG interpretation, with a particular strength in identifying normal/normal variants. Next steps include targeting specific ECG pathologies in which residents show particular knowledge gaps and creation of a 3-year longitudinal curriculum to reinforce knowledge over the course of a 3-year residency.