Jamee Lucas1, Scott McKay, Elizabeth Baxley. 1. Palmetto Richland Family and Preventive Medicine Residency, University of South Carolina, USA. jamee.lucas@palmettohealth.org
Abstract
BACKGROUND AND OBJECTIVES: This report describes a curricular experience designed to improve EKG arrhythmia recognition skills in third-year medical students in a required family medicine clerkship. INTERVENTION: An innovative 1-hour seminar that teaches a systematic approach to EKG arrhythmia recognition was added to the family medicine clerkship. Students were tested on ability to identify arrhythmias at the end of the clerkship. Scores were compared between the intervention group and a control group consisting of students in the year before the seminar was added. RESULTS: Students who received the didactic session recognized more arrhythmias correctly. CONCLUSIONS: This systematic approach to arrhythmia recognition improves the ability of third-year medical students to interpret EKGs.
BACKGROUND AND OBJECTIVES: This report describes a curricular experience designed to improve EKG arrhythmia recognition skills in third-year medical students in a required family medicine clerkship. INTERVENTION: An innovative 1-hour seminar that teaches a systematic approach to EKG arrhythmia recognition was added to the family medicine clerkship. Students were tested on ability to identify arrhythmias at the end of the clerkship. Scores were compared between the intervention group and a control group consisting of students in the year before the seminar was added. RESULTS: Students who received the didactic session recognized more arrhythmias correctly. CONCLUSIONS: This systematic approach to arrhythmia recognition improves the ability of third-year medical students to interpret EKGs.