Student Perceptions of Perceptual and Adaptive Learning Modules for Physician Assistant Electrocardiogram Interpretation Training
AAPA ePoster library. Aycock M. 05/17/17; 180494; 87
Mallory Aycock
Mallory Aycock
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Abstract
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Purpose: Electrocardiograms (ECGs) remain one of the most important diagnostic tests for medical providers. Physician Assistants (PAs) are licensed to order and interpret ECGs and do so on average of 1-2 times per week. However, data shows graduating PA students have less than optimal ECG interpretation skills, which highlights a need for improved ECG training methods. We chose to study the implementation of Perceptual and Adaptive Learning Modules (PALMs) ECG training technology as a supplement to our traditional lecture-based ECG training methods. Description: PALMs were created as a technology resource to help students increase mastery of medical skills through pattern recognition. They are intended to supplement lecture-based learning by providing online practice that enable optimization of rate and retention of performance in specific medical skill areas. The ECG PALMs were initially implemented in the lab portion of Clinical Medicine 1 after the traditional ECG lectures held in Diagnostic Interpretation 1 for our PA Class of 2018. Participation in the ECG PALM was required of all first year PA students at our Program. This ECG teaching module was initiated after completion of the ECG lecture-based teaching module. A pre-test was first given, followed by self-paced ECG PALMs learning modules that were then completed over the course of the semester; post-tests were subsequently administered after students achieved the predetermined mastery level standardized by the software. We compared student pre-test scores to post-test scores, while also evaluating student ability to correctly interpret ECGs (accuracy) and percentage of ECGs accurately interpreted within a target response time of 30 seconds or less (fluency). To aid in our understanding of student impressions of the online ECG PALMs training, student perceptions of the ECG PALMs training were assessed. Data were analyzed using SPSS 23.0 (Chicago, IL). Statistical significance was set at p < 0.05. Results: Our preliminary data suggests PA students from this class showed statistically significant (p≤0.001) improvement in ECG interpretation accuracy (ability to correctly interpret ECGs) and fluency (percentage of ECGs accurately interpreted within a target response time of 30 seconds or less) after completing the supplemental ECG PALMs. Of the 48 eligible participants, 93.8% completed the perceptions survey. More than 60% of respondents felt the ECG PALMs enhanced the lec...
Purpose: Electrocardiograms (ECGs) remain one of the most important diagnostic tests for medical providers. Physician Assistants (PAs) are licensed to order and interpret ECGs and do so on average of 1-2 times per week. However, data shows graduating PA students have less than optimal ECG interpretation skills, which highlights a need for improved ECG training methods. We chose to study the implementation of Perceptual and Adaptive Learning Modules (PALMs) ECG training technology as a supplement to our traditional lecture-based ECG training methods. Description: PALMs were created as a technology resource to help students increase mastery of medical skills through pattern recognition. They are intended to supplement lecture-based learning by providing online practice that enable optimization of rate and retention of performance in specific medical skill areas. The ECG PALMs were initially implemented in the lab portion of Clinical Medicine 1 after the traditional ECG lectures held in Diagnostic Interpretation 1 for our PA Class of 2018. Participation in the ECG PALM was required of all first year PA students at our Program. This ECG teaching module was initiated after completion of the ECG lecture-based teaching module. A pre-test was first given, followed by self-paced ECG PALMs learning modules that were then completed over the course of the semester; post-tests were subsequently administered after students achieved the predetermined mastery level standardized by the software. We compared student pre-test scores to post-test scores, while also evaluating student ability to correctly interpret ECGs (accuracy) and percentage of ECGs accurately interpreted within a target response time of 30 seconds or less (fluency). To aid in our understanding of student impressions of the online ECG PALMs training, student perceptions of the ECG PALMs training were assessed. Data were analyzed using SPSS 23.0 (Chicago, IL). Statistical significance was set at p < 0.05. Results: Our preliminary data suggests PA students from this class showed statistically significant (p≤0.001) improvement in ECG interpretation accuracy (ability to correctly interpret ECGs) and fluency (percentage of ECGs accurately interpreted within a target response time of 30 seconds or less) after completing the supplemental ECG PALMs. Of the 48 eligible participants, 93.8% completed the perceptions survey. More than 60% of respondents felt the ECG PALMs enhanced the lec...
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