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J Educ Eval Health Prof > Epub ahead of print
J Educ Eval Health Prof. 2022; 19: 12.
Published online June 20, 2022.
DOI: https://doi.org/10.3352/jeehp.2022.19.12
[Epub ahead of print]
Educational impact of an active learning session with 6-lead mobile electrocardiography on medical students’ knowledge of cardiovascular physiology during the COVID-19 pandemic in the United States: a survey-based observational study
Alexandra C. Greb1  , Emma Altieri1  , Irene Masini1  , Emily H. Frisch1,2  , Milton L. Greenberg1,2,3 
1School of Medicine, University of California, Irvine, CA, USA
2Institute for Clinical and Translational Science, University of California, Irvine, CA, USA
3Department of Physiology and Biophysics, University of California, Irvine, CA, USA
Correspondence  Milton L. Greenberg ,Email: greenbem@hs.uci.edu
Editor:  Sun Huh, Hallym University, Korea
Submitted: March 31, 2022  Accepted after revision: May 12, 2022
Abstract
Mobile electrocardiogram (ECG) devices are valuable tools for teaching ECG interpretation. The primary purpose of this follow-up study was to determine if an ECG active learning session could be safely and effectively performed during the coronavirus disease 2019 (COVID-19) pandemic using a newly developed mobile 6-lead ECG device. Additionally, we examined the educational impact of these active learning sessions on student knowledge of cardiovascular physiology and the utility of the mobile 6-lead ECG device in a classroom setting. In this study, first-year medical students (MS1) performed four active learning activities using the new mobile 6-lead ECG device. Data were collected from 42 MS1s through a quantitative survey administered in September 2020. Overall, students felt the activity enhanced their understanding of the course material and that the activity was performed safely and in compliance with local COVID-19 guidelines. These results emphasize student preference for hands-on, small group learning activities in spite of the pandemic.
Keywords: Cardiovascular physiological phenomena; COVID-19; Electrocardiography; Medical students; Problem-based learning
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