Understanding basic ECG physiological concepts using a hands‐on approach: pros and cons

• Published in: The FASEB journal 2006-03, Vol.20 (5), p.LB6-LB6
• Main Authors: Elmoselhi, Adel B, Ngugi, Daina, Savage, Bonita, Leitch, Gordon J
• Format: Article
• Language: English
• ISSN: 0892-6638; 1530-6860
• DOI: 10.1096/fasebj.20.5.LB6-c

Physiological concepts of the electrocardiogram (ECG) are perceived by many first year medical students to be difficult to understand. Recently, we have changed the ECG lab format from being demonstrative to one that is hands‐on. The laboratory is designed to illustrate the basic concepts of ECG taught in the classroom. The objectives include: Recognizing the locations of ECG standard limbs and chest leads. Identifying components of a normal ECG. Measuring the heart rate from ECG tracing. Determining mean electrical axis and recognizing any abnormalities. Distinguishing any major rhythm abnormalities. The laboratory setting was in state of the art standardized patient rooms equipped with video‐monitoring. Following a brief demonstration using an IQmark digital ECG machine, 53 students were divided into five groups, each with its own machine. Each group performed at least two recordings with and without software interpretation to assess the accuracy of their interpretation. Student surveys showed that 87% of students (n= 46), rated the lab as extremely or very useful in helping them understand ECG physiological concepts. Also, 93% of the students found the lab to be extremely or very useful for their medical education. On the other hand, some issues were raised to improve the lab, such as the need for smaller groups and performing more than one session. One of the main problems with the ECG lab is that it requires several instructors with some clinical background or specific training. Altogether, the hands‐on ECG lab was well received and appeared to improve student understanding of basic physiological concepts and students found it more relevant to their future practice.