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ORIGINAL ARTICLE
Year : 2022  |  Volume : 15  |  Issue : 7  |  Page : 24-29

Teaching electrocardiogram to first MBBS students in the department of physiology during COVID-19 pandemic: A challenge


1 Department of Physiology, Burdwan Medical College, Bardhaman, West Bengal, India
2 Department of Pharmacology, Burdwan Medical College, Bardhaman, West Bengal, India
3 Department of Community Medicine, Medical College, Kolkata and Assistant Director of Medical Education, Government of West Bengal, Kolkata, West Bengal, India
4 Department of Physiology, Lady Hardinge Medical College, Delhi, India

Correspondence Address:
Arunima Chaudhuri
Krishnasayar South, Borehat, Burdwan, Purba Bardhaman - 713 102, West Bengal
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/mjdrdypu.mjdrdypu_439_20

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Background: Continuing Medical education during the COVID-19 Pandemic has been a great challenge to Medical educators, especially teaching clinical skills online. Aims: The study aims too study the efficacy of teaching ECG in online mode to first MBBS students in the Department of Physiology. Materials and Methods: There are 200 students in the first MBBS batch at Burdwan Medical College. Our method of teaching was flipped classroom-assisted self-directed learning. For teaching ECG to our students we had first arranged for presession MCQ to assess the initial level of knowledge. We had then provided the students with PowerPoint presentations with voice narrations for their self-study, following which the students were divided into batches of twenty and each batch had a team leader and a facilitator. These small batches were shown videos of instruments, methods of recording ECG, normal and abnormal ECG along with explanations in multiple sessions (10). Doubt clearing sessions were arranged for each batch and these sessions were brainstorming. The students were assessed with MCQs (10 marks each Session), oral questions, short answer type questions, spots, and problem-based questions. We also took a feedback survey from the students and provided the students with feedback regarding their performance. Results: MCQ assessments of students in Pre and Posttest session on ECG teaching classes were 50.39 ± 19.41 vs. 65.25 ± 9.14; P ≤ 0.001**. Students performed significantly better in MCQ assessments of students on Normal parameters of ECG assessment as compared to Abnormal ECG parameters: 67.25 ± 10.98 vs. 63.157 ± 7.399; P = 0.000424**. Results of Written Examination and Viva Examination of students in ECG classes were 64.844 ± 9.923 vs. 71.89 ± 10.49; P ≤ 0.001**. Conclusions: The online method of teaching ECG was a success in the institution as observed in this study as observed in the assessment. Students performed better in viva in online exam for ECG and students were satisfied with online delivery.


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