Research and Practice of Graphic-sequenced Memory Method in Electrocardiogram Teaching_West China Medical Journal

Authors：

 YueRongzheng ¹ , ZengRui ² , TanChunyu ³ , WangQin ⁴ , KuangPu ⁵ , TianPanwen ⁶ ,  ZuoChuan ⁷

1. Department of Nephrology West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
2. Department of Cardiology West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
3. Department of Rheumatology and Immunology West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
4. Department of Endocrinology West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
5. Department of Hematology West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
6. Department of Respiration West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
7. Department of Internal Medicine West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;

Corresponding author：

ZuoChuan, Email: zcsiren@163.com

Keywords：

Teaching method; Teaching effect; Classroom teaching; Electrocardiogram; Graphic-sequenced memory

DOI：

10.7507/1002-0179.201600262

Video：

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Objective To explore the actual effect of “graphic-sequenced memory method” in teaching electrocardiogram (ECG). Methods One hundred students were randomly divided into a traditional teaching group (n=50) and an innovative teaching group (n=50) in May, 2014. Teachers in the traditional teaching group utilized the traditional teaching outline, and teachers in the innovative teaching group received training in the new teaching method and syllabus. All students took an examination in the final semester by analyzing 20 ECGs from real clinical cases and gave their ECG reports. Results The average ECG reading time was (32.0±4.8) minutes for the traditional teaching group and (18.0±3.6) minutes for the innovative teaching group. The average ECG accuracy results were (43.0±5.2)% for the traditional teaching group and (77.0±9.6)% for the innovative teaching group. Conclusions ECG learning is an important branch of the cardiac discipline, but ECG’s mechanisms are intricate and the learning content scattered. Textbooks tend to make students feel confused due to the restrictions of the length and format of the syllabi, and there are many other limitations. Graphic-sequenced memory method is a useful method which can be fully used in ECG teaching.

Citation： YueRongzheng, ZengRui, TanChunyu, WangQin, KuangPu, TianPanwen, ZuoChuan. Research and Practice of Graphic-sequenced Memory Method in Electrocardiogram Teaching. West China Medical Journal, 2016, 31(5): 968-971. doi: 10.7507/1002-0179.201600262 Copy

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2. 万学红,卢雪峰. 诊断学[M]. 8版. 北京: 人民卫生出版社,2013.
3. Goldberger AL. Clinical electrocardiography[M]. 3d ed. St. Louis,MO: C.V. Mosby company,1986: 276-277.
4. Zipes DP,Libby P,Bonow RO,et al. BRAUNWALD心脏病学-心血管内科学教科书[M]. 7版,陈灏珠,译. 2版. 人民卫生出版社,2011.
5. 李玫,李蓓蕾,张家友,等. 心电图教学现状分析及信息化心电图教学与考核题库的构建[J]. 中国高等医学教育,2010(7) : 84-87.
6. 谢慧文. 多方位带教模式在心电图临床教学中的应用[J]. 中国中医药现代远程教育,2010,8(11) : 88-89.
7. 刘晓红,刘福贤,刘立梅. PBL与AL相结合的教学法在心电图实习课教学中的应用[J]. 中国实验诊断学,2011,15(12) : 190-191.
8. Valentin F. 赫斯特心脏病学[M]. 胡大一,孙静平,译. 11版. 北京:人民军医出版社,2008.
9. 李宇. 诊断学教学中综合性、设计性实验的应用及探讨. 中国实验诊断学[J]. 2012,16(1) : 194-195.
10. 聂景蓉,文诗琪,杨丽洁,等. 诊断学教学中实施PBL教学法探索[J]. 卫生职业教育,2012,30 (1) : 71-72.
11. 王无锡,孙萍,王鹏. 互动式教学法与主讲式教学法在《心电图》教学中的应用及效果探讨[J]. 中国医学教育技术,2012,26(1) : 100-102.
12. Hampton JR. 轻松学习心电图[M]. 郭继鸿,郑杨,等,译. 7版. 北京: 北京大学医学出版社,2013.
13. 王晓萍,吴蔚,邵冰. “三步强化训练法”提高本科实习生心电图识图能力的研究[J]. 医学研究杂志,2011,40(12) : 155-157.
14. 郭志福,黄新苗,胡建强,等. 心电图发展史在心电图教学中的应用及效果[J]. 西北医学教育,2012,20(3) : 219-222.
15. 张春霞,吴建珊,李璟怡. 多种教学法相结合解决心电图教学中的问题[J]. 基础医学教育,2012,14(2) : 59-61.
16. 胡钊,李琳,蔡红雁,等. 完善教学方法,提高心电图教学效果[J]. 医学理论与实践,2013,26(19) : 139-140.

West China Medical Journal

Research and Practice of Graphic-sequenced Memory Method in Electrocardiogram Teaching

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