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Saravi M, Rezaei Majd A, Qassemi Darzi MA, Habibzadeh Y, Hoseini Motlagh Z, Ghaemi-Amiri M. Educating correct ECG interpretation is a way to promote the satisfaction and competency the diagnostic service providers. CASPIAN JOURNAL OF INTERNAL MEDICINE 2024; 15:141-146. [PMID: 38463923 PMCID: PMC10921113 DOI: 10.22088/cjim.15.1.16] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Revised: 10/08/2022] [Accepted: 10/31/2022] [Indexed: 03/12/2024]
Abstract
Background Given electrocardiogram (ECG) interpretation as one of the diagnostical challenges for medical students and health professionals, this research was carried out to present an experience of web-based teaching method and novel approaches used for training of ECG interpretation. Methods This online program was conducted in three days. The main content of the class was taught during one hour, and after that, the teacher spent enough time for responding the asked questions. The components of a normal ECG and different changes that can occur in these waves were taught through clinical case-based scenarios using the web platform and Adobe Connect software. The participants' satisfaction was assessed with a 12-item questionnaire, and the short-term retention of ECG interpretation skill was examined by comparing the posttest scores with pretest. Results A total of 224 individuals completed the course. Total satisfaction score was 53.05±6.98 (out of the maximum score of 60). Based on the results of the paired t test, the interpretation skill scores of the participants increased significantly from 2.5 ± 1.57 to 6.96 ± 1.89. (p<0.001, CI = -4.8 to- 4.11). Conclusion This web-based nationwide training program provided a supplementary resource for ECG learning among medical students and health-care providers.
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Affiliation(s)
- Mehrdad Saravi
- Department of Cardiology, School of Medicine, Mobility Impairment Research Center, Health Research Institute, Rouhani Hospital, Babol University of Medical Sciences, Babol, Iran
| | | | | | - Yasaman Habibzadeh
- Medical Education Development Student Committee, Babol University of Medical Sciences, Babol, Iran
| | - Zeinab Hoseini Motlagh
- Medical Education Development Student Committee, Babol University of Medical Sciences, Babol, Iran
| | - Maryam Ghaemi-Amiri
- Education Development Center, Babol University of Medical Sciences, Babol, Iran
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Tran T, Ternov NK, Weber J, Barata C, Berry EG, Doan HQ, Marghoob AA, Seiverling EV, Sinclair S, Stein JA, Stoos ER, Tolsgaard MG, Wolfensperger M, Braun RP, Nelson KC. Instructional Strategies to Enhance Dermoscopic Image Interpretation Education: a Review of the Literature. Dermatol Pract Concept 2022; 12:e2022189. [PMID: 36534542 PMCID: PMC9681169 DOI: 10.5826/dpc.1204a189] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/13/2022] [Indexed: 11/06/2022] Open
Abstract
Introduction In image interpretation education, many educators have shifted away from traditional methods that involve passive instruction and fragmented learning to interactive ones that promote active engagement and integrated knowledge. By training pattern recognition skills in an effective manner, these interactive approaches provide a promising direction for dermoscopy education. Objectives A narrative review of the literature was performed to probe emerging directions in medical image interpretation education that may support dermoscopy education. This article represents the second of a two-part review series. Methods To promote innovation in dermoscopy education, the International Skin Imaging Collaborative (ISIC) assembled an Education Working Group that comprises international dermoscopy experts and educational scientists. Based on a preliminary literature review and their experiences as educators, the group developed and refined a list of innovative approaches through multiple rounds of discussion and feedback. For each approach, literature searches were performed for relevant articles. Results Through a consensus-based approach, the group identified a number of theory-based approaches, as discussed in the first part of this series. The group also acknowledged the role of motivation, metacognition, and early failures in optimizing the learning process. Other promising teaching tools included gamification, social media, and perceptual and adaptive learning modules (PALMs). Conclusions Over the years, many dermoscopy educators may have intuitively adopted these instructional strategies in response to learner feedback, personal observations, and changes in the learning environment. For dermoscopy training, PALMs may be especially valuable in that they provide immediate feedback and adapt the training schedule to the individual's performance.
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Affiliation(s)
- Tiffaney Tran
- Department of Dermatology, The University of Texas MD Anderson Cancer Center, Houston, TX, USA
| | - Niels K Ternov
- Department of Plastic Surgery, Herlev Hospital, Herlev, Denmark
| | - Jochen Weber
- Dermatology Service, Memorial Sloan Kettering Cancer Center, New York, NY, USA
| | - Catarina Barata
- Institute for Systems and Robotics; Instituto Superior Técnico, University of Lisbon, Lisbon, Portugal
| | - Elizabeth G Berry
- Department of Dermatology, Oregon Health & Science University, Portland, OR, USA
| | - Hung Q Doan
- Department of Dermatology, The University of Texas MD Anderson Cancer Center, Houston, TX, USA
| | - Ashfaq A Marghoob
- Dermatology Service, Memorial Sloan Kettering Cancer Center, New York, NY, USA
| | - Elizabeth V Seiverling
- Division of Dermatology, Maine Medical Center, Portland, ME, USA; Department of Dermatology, Tufts University School of Medicine, Boston, MA, USA
| | | | - Jennifer A Stein
- The Ronald O. Perelman Department of Dermatology, New York University School of Medicine, New York, NY, USA
| | - Elizabeth R Stoos
- Department of Dermatology, Oregon Health & Science University, Portland, OR, USA
| | - Martin G Tolsgaard
- Copenhagen Academy for Medical Education and Simulation; Department of Obstetrics, Copenhagen University Hospital Rigshospitalet, Copenhagen, Denmark
| | - Maya Wolfensperger
- Department of Dermatology, University Hospital of Zürich, University of Zürich, Zürich, Switzerland
| | - Ralph P Braun
- Department of Dermatology, University Hospital of Zürich, University of Zürich, Zürich, Switzerland
| | - Kelly C Nelson
- Department of Dermatology, The University of Texas MD Anderson Cancer Center, Houston, TX, USA
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Tran T, Ternov NK, Weber J, Barata C, Berry EG, Doan HQ, Marghoob AA, Seiverling EV, Sinclair S, Stein JA, Stoos ER, Tolsgaard MG, Wolfensperger M, Braun RP, Nelson KC. Theory-Based Approaches to Support Dermoscopic Image Interpretation Education: A Review of the Literature. Dermatol Pract Concept 2022; 12:e2022188. [PMID: 36534519 PMCID: PMC9681177 DOI: 10.5826/dpc.1204a188] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/01/2022] [Indexed: 01/25/2023] Open
Abstract
Introduction Efficient interpretation of dermoscopic images relies on pattern recognition, and the development of expert-level proficiency typically requires extensive training and years of practice. While traditional methods of transferring knowledge have proven effective, technological advances may significantly improve upon these strategies and better equip dermoscopy learners with the pattern recognition skills required for real-world practice. Objectives A narrative review of the literature was performed to explore emerging directions in medical image interpretation education that may enhance dermoscopy education. This article represents the first of a two-part review series on this topic. Methods To promote innovation in dermoscopy education, the International Skin Imaging Collaborative (ISIC) assembled a 12-member Education Working Group that comprises international dermoscopy experts and educational scientists. Based on a preliminary literature review and their experiences as educators, the group developed and refined a list of innovative approaches through multiple rounds of discussion and feedback. For each approach, literature searches were performed for relevant articles. Results Through a consensus-based approach, the group identified a number of emerging directions in image interpretation education. The following theory-based approaches will be discussed in this first part: whole-task learning, microlearning, perceptual learning, and adaptive learning. Conclusions Compared to traditional methods, these theory-based approaches may enhance dermoscopy education by making learning more engaging and interactive and reducing the amount of time required to develop expert-level pattern recognition skills. Further exploration is needed to determine how these approaches can be seamlessly and successfully integrated to optimize dermoscopy education.
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Affiliation(s)
- Tiffaney Tran
- Department of Dermatology, The University of Texas MD Anderson Cancer Center, Houston, TX, USA
| | - Niels K Ternov
- Department of Plastic Surgery, Herlev Hospital, Herlev, Denmark
| | - Jochen Weber
- Dermatology Service, Memorial Sloan Kettering Cancer Center, New York, NY, USA
| | - Catarina Barata
- Institute for Systems and Robotics; Instituto Superior Técnico, University of Lisbon, Lisbon, Portugal
| | - Elizabeth G Berry
- Department of Dermatology, Oregon Health & Science University, Portland, OR, USA
| | - Hung Q Doan
- Department of Dermatology, The University of Texas MD Anderson Cancer Center, Houston, TX, USA
| | - Ashfaq A Marghoob
- Dermatology Service, Memorial Sloan Kettering Cancer Center, New York, NY, USA
| | - Elizabeth V Seiverling
- Division of Dermatology, Maine Medical Center, Portland, ME, USA; Department of Dermatology, Tufts University School of Medicine, Boston, MA,USA
| | | | - Jennifer A Stein
- The Ronald O. Perelman Department of Dermatology, New York University School of Medicine, New York, NY, USA
| | - Elizabeth R Stoos
- Department of Dermatology, Oregon Health & Science University, Portland, OR, USA
| | - Martin G Tolsgaard
- Copenhagen Academy for Medical Education and Simulation; Department of Obstetrics, Copenhagen University Hospital Rigshospitalet, Copenhagen, Denmark
| | - Maya Wolfensperger
- Department of Dermatology, University Hospital of Zürich, University of Zürich, Zürich, Switzerland
| | - Ralph P Braun
- Department of Dermatology, University Hospital of Zürich, University of Zürich, Zürich, Switzerland
| | - Kelly C Nelson
- Department of Dermatology, The University of Texas MD Anderson Cancer Center, Houston, TX, USA
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