MedEdPORTAL (Nov 2014)
EKG Review for the Novice Learner
Abstract
Abstract Introduction The overall purpose of this simulation resource is to educate novices and advanced beginners about heart rhythm analysis, associated conditions, and corresponding treatments. The program assumes learners have a foundational knowledge related to heart rhythm interpretation. The resource is designed to reeducate learners about rhythm recognition and to allow them to identify rhythms and corresponding treatments in real time. Methods At our institution, this simulation is used in conjunction with a presimulation individual readiness assurance test (iRAT) and group readiness assurance test (gRAT) as part of a larger curriculum. Following the iRAT and gRAT, learners are given a brief tour of the simulation space and introduced to the capabilities of the simulation equipment, if necessary. Next, the learners are divided into two or three groups, and two simulation cases and a medication administration station (if used) are conducted simultaneously. Debriefings follow, with the focus being on the skills of interpreting a heart rhythm waveform and treating the underlying condition. Results This program has been implemented over 15 times with up to 12 learners per group. All the participants reported their satisfaction with the simulation and indicated that the hands-on components allowed them to retain the information better than simply going through another classroom learning activity. Participants also reported that they felt more comfortable dealing with cardiac arrhythmias after completing the program. Discussion One limitation of this resource is the applicability of the exercises to experienced providers, who may find the simulation cases too basic. A further limitation is the time required to implement the resource, which takes approximately 3 hours. Finally, finding faculty capable of facilitating the iRAT and gRAT has been difficult. Many faculty are too eager to provide answers and do not allow the students to work through the material themselves. It is important that learners experience the iRAT and gRAT in the way they are designed to allow for maximum learning. Stepping in too early reduces the effect of the group learning experience.
Keywords
