Keywords
Teaching method
Electrocardiogram
Cardiac arrhythmias
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Abstract
Objective: To compare the effect of two teaching methods (instructional prompts and self-directed study) on diagnostic competence of supraventricular arrhythmias among medical students. Methods: Experimental study with three phases: initial assessment (phase 1), training (phase 2) and late assessment (phase 3). The sample consisted of 24 students, who in phase 1 provided the diagnoses of cardiac rates from 11 Electrocardiogram (ECG) tracings. In phase 2, the sample was divided into two groups. Group 1 adopted the self-directed study, and Group 2 instructional prompts. In phase 3 (one week after), the entire sample provided the diagnoses of cardiac rate in 11 new ECG tracings. Results: After phase 2, students improved diagnostic scores compared to phase 1, regardless of the teaching method used. In phase 3, the average score of Group 2 outperformed Group 1 (p = 0.034). Conclusion: The use of instructional prompts in teaching cardiac rhythms, was able to improve the diagnostic accuracy of students for the studied arrhythmias.