Puzzle-Based Teaching vs. Traditional Instruction in EKG Interpretation for Medical Students
Author Information
Author(s): Jack Rubinstein, Abhijeet Dhoble, Gary Ferenchick
Primary Institution: Michigan State University
Hypothesis
Does puzzle-based teaching improve EKG interpretation skills among medical students compared to traditional instruction?
Conclusion
Teaching EKG interpretation with puzzles is comparable to traditional teaching and may be particularly useful for certain subgroups of students.
Supporting Evidence
- Students found both teaching methods useful, but the puzzle method was considered less stressful.
- Puzzle sessions showed potential benefits for students who struggled with traditional teaching.
- Final EKG exam scores were comparable between the study group and a similar cohort from another campus.
Takeaway
This study tested if using puzzles to teach EKG skills is as good as regular teaching. It found that both methods work similarly.
Methodology
A reader-blinded crossover trial with third-year medical students comparing traditional lectures and puzzle sessions.
Potential Biases
Potential bias due to self-reported data and the small, homogeneous sample.
Limitations
Small sample size and limited to one class of students from the same university.
Participant Demographics
Third-year medical students, average age 29, with varying prior exposure to EKG training.
Statistical Information
P-Value
0.22
Statistical Significance
p = 0.97
Digital Object Identifier (DOI)
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