Anthony H Kashou, Peter A Noseworthy, Thomas J Beckman, Nandan S Anavekar, Michael W Cullen, Kurt B Angstman, Benjamin J Sandefur, Carrie A Thompson, Andrew J Halvorsen, Brian P Shapiro, Brandon W Wiley, Andrew M Kates, Dominique Cosco, Justin S Sadhu, Prashanth D Thakker, David Huneycutt, Andrew Braisted, Stephen W Smith, Adrian Baranchuk, Ken Grauer, Kevin O'Brien, Viren Kaul, Harvir Singh Gambhir, Stephen J Knohl, Daniel Restrepo, Paul D Kligfield, Peter W Macfarlane, Barbara J Drew, Adam M May
Education curriculum assessment for teaching electrocardiography: Rationale and design for the prospective, international, randomized controlled EDUCATE trial
Journal of electrocardiology
assess knowledge undergraduate medical students curriculum development implementation quantitative descriptive study conducted public sector institute private sector institute september 2022 december 2022 simple random sampling used undergraduate mbbs students included study sample size calculated using open epi keeping confidence interval 95 316 fmu students 218 afmdc students ethical approval taken fmu permission collect data obtained afmdc questionnaire made distributed among students data obtained analyzed using spss 250 two hundred fortyseven 494 participants responded students dont say curriculum 400 80 view students must opinion curriculum 397 794 said students must involved process planning implementation curriculum asked areas deficiencies current curriculum 101 202 pointed new skill 84 168 indicated new information new skills teaching methodology effective teachers 68 136 said teaching methodology 51 102 indicated new skills teaching methodology five main themes identified comments students regarding curriculum development implementation including 1 content revision 2 teaching methodologies 3 assessment 4 guidance orientation 5 teacher student relationship undergraduate medical students aware terms related curriculum development implementation involved process content revision clinical integration initial years quality assessment faculty development areas need improvement students perspectives