Learning of ECG with Puzzles.

Ayyaz Ahmed; Mahvash Khan; Zeeshan Ahmed Qureshi; Arif Siddiqui

Author(s)

Ayyaz Ahmed Department of Physiology, M. Islam Medical College Gujranwala,Pakistan

Mahvash Khan Rawal Institute of Health Sciences, Islamabad, Pakistan

Zeeshan Ahmed Qureshi Department of Physiology, M. Islam Medical College Gujranwala, Pakistan

Arif Siddiqui Barrett Hodgson University, Salim Habib Campus, Karachi, Pakistan

Abstract

Background: The students learn effectively well with active learning strategies as compared to traditional approach. The objective of present study was to evaluate the effect on learning outcome of post lecture puzzles. Method: This study was carried out on 1st year medical students. Initially a lecture on ECG was given. At the end of lecture, assessment of students was done. On the second day whole class was divided into 6 groups, each group comprising of 12-15 students. Each group was provided with an illustration of ECG waves, cardiac vectors, and ECG leads, and were asked to recognize and label those with chips. At the end of this puzzle, assessment of students was carried out by fill-in-theblank questions. At the end students' feedback was taken. Results: For ECG, pre puzzle and post puzzle scores of participants were 5.23±2.06 and 6.70±2.27 out of 10 respectively. In feedback 79.5% expressed that it was useful for their better comprehension, 9.6% said that it was necessary and 10.89% students responded that this activity was not necessary but was useful. The passing percentage of Islamic International Medical College improved by 23.1%. Conclusion: Post lectures puzzles can lead to better learning outcome. It was well appreciated by the students.

Publication Details

Page(s) 56-59

DOI DOI not available

Published Journal: Pakistan Journal of Physiology, Volume: 14, Issue: 3, Year: 2018

Request the full text from PASTIC

Keywords

Questionnaire, quizzes, puzzles

References

BennadiD,KashinathKR,BharateeshJV,KsheterimayumN.,,2015,Assessing learning preferences of dental students using visual, auditory, reading-writing, and kinesthetic questionnaire,J Indian Assoc Public Health Dent,13,163-8

HoffmanTK,,2017,Creating learning environments in child care centers for young children with a visual impairment,Child Youth Environ,27,151-61

RobertsD.,,2017,Higher education lectures: From passive to active learning via imagery,Activ. Learn High Educ,10,-

StanleyD,LatimerK.,,2011,The Ward': A simulation game for nursing students,Nurse Educ Pract,11,20-5

FederME,,2005,Aims of undergraduate Physiology education: a view from,Adv Physiol Educ,29,3-10

DietzJR,StevensonFT,,2011,Active learning in a large medical classroom setting for teaching renal Physiology,Adv Physiol Educ,35,456-9

CarvalhoH,,2011,Voluntary participation in an active learning exercise leads to a better understanding of Physiology,Adv Physiol Educ,35,53-8

,2008,Physiology education and the linguistic jungle of science,Adv Physiol Educ,32,173-4

ZakaryanV,BlissR,SarvazyanN.,,2005,Non-trivial pursuit of Physiology,Adv Physiol Edu,29,11-4

MarcondesFK,MouraMJ,SanchesA,CostaR,de LimaPO,GroppoFC,,2015,A puzzle used to teach the cardiac cycle,Adv Physiol Educ,39,27-31

NoemiPM,MaximoSH,,2014,Educational games for learning,Univ J Educ Res,2,230-8

BonwellCC,EisonJA,,1991,Active learning: creating excitement in the classroom,,,1-20

ParkEL,ChoiBK,,2014,Transformation of classroom spaces: Traditional versus active learning classroom in colleges,High Educ,68,749-71

GruendingDL,FentyD,HoganT.,,1991,Fun and games in nursing staff development,J Contin Educ Nurs,22,259-62

Richardson D. Don,,2008,'t dump the didactic lecture; fix it,Adv Physiol Educ,32,23-4

InraJA,PelletierS,KumarNL,BamesEL,,,,Shields HM. An,18,-

,2017,active learning curriculum improves fellows' knowledge and faculty teaching skills,Adv Med Edu Pract,8,359-64

RubinsteinJ,DhobleA,FerenchickG,,2009,Puzzle based teaching versus traditional instruction in electrocardiogram interpretation for medical students-a pilot study,BMC Med Educ,9,4-

CavanaghM.,,2011,Students experiences of active engagement through cooperative learning activities in lectures,Activ Learn High Educ,12,23-33