Abstract

RINCON, David A et al. Comparison of two methods applied to teach arrhythmias:: an controlled educative trial in medical school students. rev.fac.med. [online]. 2007, vol.55, n.4, pp.240-250. ISSN 0120-0011.

Background. The skill for read arrhythmias is essential in cardiopulmonary resuscitation providers. But the development of these skill is hard, and the better educational strategies for improves this process are not identified. Objective. To evaluate and compare the effectiveness of two methods for teaching cardiac arrhytmias to medical school students. Material and methods. In the study, 99 medical school students was included and randomly allocated in two groups: four steps method group (n=51) and ten steps method group (n=48). In each group the assigned method was given in a conference of 60 minutes of duration. Following, a specific test was made in each group for the evaluation of «facility», use and knowledge of methods. Furthermore the skill for read arrhythmias was evaluated with a general test. Results. Basal characteristics are no different between groups before random allocation. The skill for read arrhythmias was better in the four steps group, because proportion of students with more than 30 points over 50 is greater (82% vs 19%; RR 4.39, IC 95% 2.40-8.02; NNT 2), median of scores is better (34 ± 8 vs 23 ± 8; p value<0.01), the adequate order is more remembered (kappa 0.89 vs 0.56; p value<0.01) and is an easier method to learn. Conclusions. The four steps method when is compared with a ten steps method raise the skill for read arrhythmias in medical school students, furthermore, is easier for learn and remember.

Keywords : arrhythmia; education; electrocardiography; electroshock; learning; cardiopulmonary resuscitation.

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