ABSTRACT
Background and Objectives: Anesthesiologists deal with arrhythmias frequently both inside and outside operating room. Knowledge for recognition of arrhythmias is complex and difficult to impart to students despite various teaching methods suggested previously. The available methods though reported to be effective, are apparently complex and tested only on small groups. We designed an algorithm for recognition of bradyarrhythmias and assessed its effectiveness in recognition of correct rhythm among interns of our hospital
Methodology: This randomised control study was conducted after approval from institutional research committee. Study group included seventy medical students of our university, undergoing compulsory rotatory internship at its constituent hospital and agreed to participate in the study. A teaching session on basic cardiac electrophysiology was conducted for both of the groups. This was followed by a pre-test 15 days later. Immediately after the pre-test, the participants were randomised into two groups and exposed to educational material on recognition and management of bradyarrhythmias based on algorithm approach in group A and power point presentation in group B. Assessment was conducted once immediately following the class and then on day 60. Ability to recognize correct rhythm and time taken to do so along with time taken to verbalize correct treatment was recorded
Results: On day 0 there was no significant difference between the two groups with respect to number of participants who could recognize correct rhythm [p = 0.314]. Mean time taken to recognize correct rhythm was also comparable between the two groups. On day 60, significantly greater number of participants in algorithm group could identify correct rhythm as compared to those in power point based group [n= 22 versus 10; p = 0.007]. Time taken in both groups was comparable on day 0 as well as day 60. Time taken to verbalise correct treatment was also comparable in both groups on both occasions
Conclusion: Algorithm-based approach is more effectively retained as compared to power point based teaching?