EDUCATE: An international, randomized controlled trial for teaching electrocardiography.

Autor: Kashou AH; Department of Cardiovascular Medicine, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, USA. Electronic address: kashou.anthony@mayo.edu., Noseworthy PA; Department of Cardiovascular Medicine, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, USA., Beckman TJ; Department of Cardiovascular Medicine, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, USA., Anavekar NS; Department of Cardiovascular Medicine, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, USA., Cullen MW; Department of Cardiovascular Medicine, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, USA., Angstman KB; Department of Cardiovascular Medicine, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, USA., Sandefur BJ; Department of Cardiovascular Medicine, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, USA., Shapiro BP; Mayo Clinic, Jacksonville, FL, USA., Wiley BW; Keck School of Medicine, University of Southern California, Los Angeles, CA, USA., Kates AM; Washington University School of Medicine in St. Louis, St. Louis, MO, USA., Sadhu J; Washington University School of Medicine in St. Louis, St. Louis, MO, USA., Thakker P; Washington University School of Medicine in St. Louis, St. Louis, MO, USA., Huneycutt D; HCA Healthcare, Nashville, TN, USA., Braisted A; HCA Healthcare, Nashville, TN, USA., Smith SW; Hennepin County Medical Center and University of Minnesota, Minneapolis, MN, USA., Baranchuk A; Queen's University, Kingston, ON, Canada., Grauer K; University of Florida, Gainesville, FL, USA., O'Brien K; University of South Florida, Tampa, FL, USA., Kaul V; SUNY Upstate Medical University, Syracuse, NY, USA., Gambhir HS; SUNY Upstate Medical University, Syracuse, NY, USA., Knohl SJ; SUNY Upstate Medical University, Syracuse, NY, USA., Restrepo D; Massachusetts General Hospital and Harvard Medical School, Boston, MA, USA., May AM; Washington University School of Medicine in St. Louis, St. Louis, MO, USA.
Jazyk: angličtina
Zdroj: Current problems in cardiology [Curr Probl Cardiol] 2024 Mar; Vol. 49 (3), pp. 102409. Date of Electronic Publication: 2024 Jan 15.
DOI: 10.1016/j.cpcardiol.2024.102409
Abstrakt: Introduction: Despite the critical role of electrocardiograms (ECGs) in patient care, evident gaps exist in ECG interpretation competency among healthcare professionals across various medical disciplines and training levels. Currently, no practical, evidence-based, and easily accessible ECG learning solution is available for healthcare professionals. The aim of this study was to assess the effectiveness of web-based, learner-directed interventions in improving ECG interpretation skills in a diverse group of healthcare professionals.
Methods: In an international, prospective, randomized controlled trial, 1206 healthcare professionals from various disciplines and training levels were enrolled. They underwent a pre-intervention test featuring 30 12-lead ECGs with common urgent and non-urgent findings. Participants were randomly assigned to four groups: (i) practice ECG interpretation question bank (question bank), (ii) lecture-based learning resource (lectures), (iii) hybrid question- and lecture-based learning resource (hybrid), or (iv) no ECG learning resources (control). After four months, a post-intervention test was administered. The primary outcome was the overall change in ECG interpretation performance, with secondary outcomes including changes in interpretation time, self-reported confidence, and accuracy for specific ECG findings. Both unadjusted and adjusted scores were used for performance assessment.
Results: Among 1206 participants, 863 (72 %) completed the trial. Following the intervention, the question bank, lectures, and hybrid intervention groups each exhibited significant improvements, with average unadjusted score increases of 11.4 % (95 % CI, 9.1 to 13.7; P<0.01), 9.8 % (95 % CI, 7.8 to 11.9; P<0.01), and 11.0 % (95 % CI, 9.2 to 12.9; P<0.01), respectively. In contrast, the control group demonstrated a non-significant improvement of 0.8 % (95 % CI, -1.2 to 2.8; P=0.54). While no differences were observed among intervention groups, all outperformed the control group significantly (P<0.01). Intervention groups also excelled in adjusted scores, confidence, and proficiency for specific ECG findings.
Conclusion: Web-based, self-directed interventions markedly enhanced ECG interpretation skills across a diverse range of healthcare professionals, providing an accessible and evidence-based solution.
Competing Interests: Declaration of competing interest The authors declare the following financial interests/personal relationships which may be considered as potential competing interests: Author (Anthony Kashou, MD) is the founder of The EKG Guy, and has received research funding from GE HealthCare (Milwaukee, WI).
(Copyright © 2024 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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