Evaluation of a digitally enhanced cardiac auscultation learning method in Cameroon: results of a controlled study

Abstract

Summary Background Cardiac auscultation is an efficient and effective diagnostic tool, especially in low-income countries where access to modern diagnostic methods remains difficult. This study aimed to evaluate the effect of a digitally enhanced cardiac auscultation learning method on medical students’ performance and satisfaction. Methods We conducted a double-arm parallel controlled trial, including newly admitted 4th -year medical students enrolled in two medical schools in Yaoundé, Cameroon and allocated into two groups: the intervention group (benefiting from theoretical lessons, clinical internship and the listening sessions of audio recordings of heart sounds) and the control group (benefiting from theoretical lessons and clinical internship). All the participants were subjected to a pretest before the beginning of the training, evaluating theoretical knowledge and recognition of cardiac sounds, and a post-test at the eighth week of clinical training associated with the evaluation of satisfaction. The endpoints were the progression of knowledge score, skills score, total (knowledge and skills) score and participant satisfaction. Results Forty-nine participants (27 in the intervention group and 22 in the control group) completed the study. The knowledge progression (+ 26.7 versus + 7.5; p ˂0.01) and the total progression (+ 22.5 versus + 14.6; p ˂ 0.01) were higher in the intervention group with a statistically significant difference compared to the control group. There was no significant difference between the two groups regarding skills progression (+ 25 versus + 17.5; p = 0.27). Satisfaction was higher in general in the intervention group (p ˂ 0.01), which recommended this method compared to the control group. Conclusion The learning method of cardiac auscultation reinforced by the listening sessions of audio recordings of heart sounds improves medical students’ performances (knowledge and global – knowledge and skills) who find it satisfactory and recommendable. Trial Registration This trial has been registered the 29/11/2019 in the Pan African Clinical Trials Registry (http://www.pactr.org) under unique identification number PACTR202001504666847 and the protocol has been published in BMC Medical Education.