Enhancing ECG interpretation skills amongst cardiology medical students at a tertiary cardiac centre

• Published in: Clinical medicine (London, England) England), 2024-04, Vol.24, p.100120, Article 100120
• Main Authors: Khan, Ameer Hamid A., Blakey, Laura, Barry, A. Dylan Fisher, Weerackody, Roshan
• Format: Article
• Language: English
• ISSN: 1470-2118
• DOI: 10.1016/j.clinme.2024.100120

ECGs (Electrocardiograms) are rapid, common and relatively inexpensive bedside investigations. ECG interpretation is a crucial skill for medical professionals, especially newly qualified doctors, as it aids in identifying various cardiovascular conditions. Improving ECG interpretation skills amongst future doctors helps augment patient safety by minimising misdiagnosis or delays in identifying potentially life-threatening conditions. It also optimises resource management through reduced reliance on specialists. Despite the importance of these skills, feedback from medical students on an 8-week cardiology rotation at a tertiary cardiac centre revealed a significant lack of confidence in interpreting ECGs independently. Only 40% of students felt that the teaching received during the rotation improved their confidence in ECG interpretation. The aims of this quality improvement project were to assess and enhance medical students' confidence and skill in interpreting ECGs through targeted teaching sessions. An initial survey was conducted to identify present student confidence in interpreting ECGs. A pre- and post-intervention survey methodology was employed to gauge the effectiveness of the teaching intervention. The teaching sessions focused on the basics of ECG interpretation and common cardiac pathologies, and was conducted in small groups to facilitate interactive learning. The pre-survey collected baseline data on students' confidence levels and perceived systematic approach to ECG interpretation. Post-survey data were then collected to evaluate the impact of the teaching intervention on students' confidence and skills. Prior to the intervention, only 5.25% of students felt confident in independently interpreting ECGs. Following the ECG teaching session, this confidence level increased to 83.4%. The improvement was significant when compared to a previous cohort of students without intervention, where only 20% felt confident in ECG interpretation. The teaching session also positively influenced students' perception of having a systematic approach to ECG interpretation, increasing from 42.1% to 100%. In identifying serious and common ECGs, confidence levels rose from 47.4% to 75% post-intervention. Importantly, 91.65% of students felt that the teaching had improved their confidence in interpreting ECGs, a substantial improvement from the 40% reported in the initial survey without intervention. This quality improvement project successfully addressed an ident