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ECG that is used to evaluate students 1. Determine the heart rate. A: 50 B: 80 C: 110 2. Determine the heart rhythm. A: sinus rhythm B: junctional rhythm C: low atrial rhythm 3. Determine the heart axis. A: Right axis B: Left axis C: Normal axis 4. Determine the size of the atria. A: Biatrial normal size B: Left atrium enlargement C: Right atrium enlargement 5. Determine the kind of ventricular hypertrophy. A: left ventricular hypertrophy B: right ventricular hypertrophy C: no ventricular hypertrophy 6. Determine the type of atrioventricular block. A: first-degree AV block B: first-degree Mobitz C: Normal PR interval 7. Determine the type of bundle branch block. A: left BBB B: right BBB C: no BBB 8. Determine the anatomical location of MI. A: anterior MI B: inferior MI C: posterior MI 9. Determine the type of electrolyte imbalance. A: hypocalemia B: hypercalemia C: normal
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Background: Electrocardiogram (ECG) remains an important medical diagnostic and screening tool. This study aimed to compare the effectiveness of online classes instead of traditional face-to-face or blended.
methods: in medical students' ECG learning. Methods Two hundred and fifteen medical students (including 105 (48.8%) males and 110 (51.2%) fema...
Citations
... Another study compared the effects of standalone lectures and blended learning, which used lectures and web applications for medical students, nding that the blended learning group had better electrocardiogram interpretation skills, improved con dence, and better retention of electrocardiogram interpretation skills [24]. A study that applied traditional face-to-face education, online education, and a blended approach showed that participants who received blended education had signi cantly higher electrocardiogram test scores [25]. ...
Aim: This study was conducted to develop an electrocardiogram education program that incorporates an HTML webpage and blended learning methods to enhance electrocardiogram interpretation skills. Through continual and efficient education, the program aims to assist nurses in providing appropriate care and treatment to patients.
Design: Pre-post design study
Methods: We developed electrocardiogram interpretation HTML webpage based on electrocardiogram interpretation algorithm and implemented an 18-week (2023.5.15~2023.9.22) electrocardiogram education program, which included daily 5-minute training sessions. Twenty-seven ward nurses were provided with the URL (https://ecgweb.github.io/ECGweb) to the electrocardiogram interpretation HTML webpage and were shared one electrocardiogram case daily for self-interpretation. The Electrocardiogram interpretation performance and confidence were evaluated through questionnaires at three phases: before the program, after 6 weeks of basic electrocardiogram and arrhythmia education, and after 12 weeks of application of the electrocardiogram interpretation HTML webpage and case-based lecture education.
Results: The average score for electrocardiogram interpretation performance before electrocardiogram education program was 11.89, after 6 weeks of basic electrocardiogram and arrhythmia education, it was 14.15, and after 12 weeks of application of the electrocardiogram interpretation HTML webpage and case-based lecture education, it was 15.56. This shows that electrocardiogram interpretation performance significantly improved over time (p<.001). Additionally, post-hoc analysis revealed significant differences in electrocardiogram interpretation performance at each stage, i.e., before, during, and after the application of an electrocardiogram education program. Furthermore, electrocardiogram interpretation confidence questionnaire score (pre-Median=18, post-Median=23) was improved significantly after the completion of the 18-week education program (p<.001).
Conclusions: Based on the results of this study, I believe that an electrocardiogram education program using HTML webpages and a blended teaching method would be very beneficial in maintaining and improving electrocardiogram interpretation skills of clinical nurses. Such a program can help nurses interpret electrocardiogram more effectively and assist them in making important decisions in patient care.
... This was performed entirely online, using the remote learning possibilities, or in some parts, through a blended version in a hybrid format. This trend, the rapid change in education practice, extended beyond dental education into other fields of medical training [3,13]. The disruptions brought by the pandemic have galvanised the education sector to adapt, transform and innovate, introducing novel pedagogical approaches to ensure the continuity of learning despite unparalleled obstacles. ...
Blended Intensive Programmes (BIP's) represent a valuable tool for gathering knowledge and summarising the latest trends in medicine and dentistry. Blended education has been found, even before the COVID-19 pandemic, to increase the level of education and stimulate effective learning for postgraduate healthcare professionals. Interprofessional education is critical for preparing students to enter the health workforce, where teamwork and collaboration are important competencies. This article outlines the key points of the Blended Intensive Programme's implementation in dental education organised by Wroclaw Medical University in Poland. BIP involved professors from 12 universities or research institutions from Europe and South America and 28 participants from 8 countries. The course was taught remotely and in person. In addition, it included a visit to the university and practical classes with artificial simulation and practice in dentistry. A structured questionnaire enabled measuring the evaluation of students' perception of the COVID-19 education before and after the pandemic. The European Region Action Scheme for the Mobility of University Students (ERASMUS) was fundamental to carrying out the BIP with the participation of several countries, allowing the exchange of knowledge, assessing the impact of the pandemic on dental universities, and strengthening international collaborations and the future project of research, education and clinical assistance. We conclude that hybrid teaching programmes broaden the learning spectrum in dental studies by allowing transnational and interdisciplinary approaches that make students aware of the importance of their work within the framework of the general health approach, as this differs from country to country.
