Competency differences in ECG interpretations between medical students, interns, and family residents

Abstract

Abstract Background The 12-lead electrocardiogram (ECG) is an indispensable screening and diagnostic tool used to identify cardiovascular abnormalities as well as fatal cardiac emergencies. Our aim was to identify whether a competency difference in interpreting ECG strips between medical students, interns, and family residents exists. Methods A cross-sectional, single-center study conducted at tertiary health care facility and its academic institution. Participants were given a self-administered questionnaire which consisted of a demographic sheet and 10-ECGs each with 9 multiple choice questions about the basic ECG parameters. Correct answer was given a 1-point score, with the minimum and maximum scores being 0 and 90, respectively. Results The total participants were 93; 54 (58.1%) medical students, 27 (29.0%) interns, and 12 (12.9%) family Medicine residents. Medical students had a statistically significant higher mean score 84.7±9.5 when compared to the medical interns 73.4±12.9 (p<0.001) and family medicine residents 58.2±18.0 (p<0.001). There were no differences in the mean scores between male and female medical students and interns. However, female family medicine residents had a higher mean score when compared to their male colleagues (p-value=0.04). Medical students performed better in detection of more than 65% of all ECG parameters when compared to the interns and residents. Fifty-seven (61.3%) reported that ECGs exposure during their medical program was not sufficient. Lectures were reported as the most effective modality of ECG teaching among 38 medical students (70.4%) and 9 residents (75.0%). However, 9 medical interns reported self-teaching (33.3%) as effective as standard lectures (33.3%) in teaching ECG. Conclusion Among our study cohort, medical students had higher ECGs-related skills, interpretation skill and more reading competency than medical interns and family residents. Most used method of learning ECG in all levels was lectures. Although Study generalizability is limited, refining ECG reading skills is required. Funding Acknowledgement Type of funding source: None