Mark Pearson, Louisa Long, Charley Baker, Dan Doran, Alan Pringle
"It's really important work…and celebrating that, I think, is really important" - co-produced qualitative research into future of mental health nurse education
International journal of mental health nursing
medical students expected competent interpreting electrocardiograms ecgs time graduate many unable master skill studies suggest emodules effective way teach ecg interpretation however typically evaluated use clinical clerkships sought determine emodule could replace didactic lecture teach ecg interpretation preclinical cardiology course developed asynchronous interactive emodule consisted narrated videos popup questions quizzes feedback participants first year medical students either taught ecg interpretation 2hour didactic lecture control group given unlimited access emodule emodule group firstyear internal medicine residents pgy1 group included benchmark ecg interpretation skills graduation three timepoints precourse postcourse 1year followup participants evaluated ecg knowledge confidence mixedanova used compare groups time students also asked describe additional resources used learn ecg interpretation throughout study data available 73 54 students control group 112 81 emodule group 47 71 pgy1 group precourse scores differ control emodule groups 39 vs 38 respectively however emodule group performed significantly better control group postcourse test 78 vs 66 subsample 1year followup data emodule groups performance decreased control group remained pgy1 groups knowledge scores stable time confidence medical student groups increased end course however precourse knowledge confidence significantly correlated students relied textbooks course materials learning ecg however online resources also utilized asynchronous interactive emodule effective didactic lecture teaching ecg interpretation however continued practice needed regardless students learn interpret ecgs various ecg resources available students support selfregulated learning