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

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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. 萬學紅,盧雪峰. 診斷學[M]. 8版. 北京: 人民衛生出版社,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心臟病學-心血管內科學教科書[M]. 7版,陳灝珠,譯. 2版. 人民衛生出版社,2011.
5. 李玫,李蓓蕾,張家友,等. 心電圖教學現狀分析及信息化心電圖教學與考核題庫的構建[J]. 中國高等醫學教育,2010(7) : 84-87.
6. 謝慧文. 多方位帶教模式在心電圖臨床教學中的應用[J]. 中國中醫藥現代遠程教育,2010,8(11) : 88-89.
7. 劉曉紅,劉福賢,劉立梅. PBL與AL相結合的教學法在心電圖實習課教學中的應用[J]. 中國實驗診斷學,2011,15(12) : 190-191.
8. Valentin F. 赫斯特心臟病學[M]. 胡大一,孫靜平,譯. 11版. 北京:人民軍醫出版社,2008.
9. 李宇. 診斷學教學中綜合性、設計性實驗的應用及探討. 中國實驗診斷學[J]. 2012,16(1) : 194-195.
10. 聶景蓉,文詩琪,楊麗潔,等. 診斷學教學中實施PBL教學法探索[J]. 衛生職業教育,2012,30 (1) : 71-72.
11. 王無錫,孫萍,王鵬. 互動式教學法與主講式教學法在《心電圖》教學中的應用及效果探討[J]. 中國醫學教育技術,2012,26(1) : 100-102.
12. Hampton JR. 輕松學習心電圖[M]. 郭繼鴻,鄭楊,等,譯. 7版. 北京: 北京大學醫學出版社,2013.
13. 王曉萍,吳蔚,邵冰. “三步強化訓練法”提高本科實習生心電圖識圖能力的研究[J]. 醫學研究雜志,2011,40(12) : 155-157.
14. 郭志福,黃新苗,胡建強,等. 心電圖發展史在心電圖教學中的應用及效果[J]. 西北醫學教育,2012,20(3) : 219-222.
15. 張春霞,吳建珊,李璟怡. 多種教學法相結合解決心電圖教學中的問題[J]. 基礎醫學教育,2012,14(2) : 59-61.
16. 胡釗,李琳,蔡紅雁,等. 完善教學方法,提高心電圖教學效果[J]. 醫學理論與實踐,2013,26(19) : 139-140.

West China Medical Journal

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

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