Research on the application of an enhanced "Presentation-Assimilation-Discussion class" model in electrocardiogram internship teaching in the department of cardiovascular medicine
10.3760/cma.j.cn116021-20241011-02098
- VernacularTitle:改良“对分课堂”在心血管内科心电图实习教学中的应用研究
- Author:
Kai SUN
1
;
Wenjin LI
;
Wanting XIAO
;
Yue CAI
Author Information
1. 空军军医大学第一附属医院心血管内科，西安 710032
- Publication Type:Journal Article
- Keywords:
Presentation-Assimilation-Discussion class;
Artificial intelligence empowerment;
Electrocardiogram;
Internship teaching
- From:
Chinese Journal of Medical Education Research
2025;24(8):1110-1115
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To evaluate the effectiveness of enhanced "Presentation-Assimilation-Discussion (PAD) class" model in electrocardiogram (ECG) internship teaching in the department of cardiovascular medicine and to improve the ECG interpretation and clinical competency of interns.Methods:A total of 200 clinical undergraduate interns enrolled from September 2022 to August 2024 were divided into a control group (traditional teaching, n=100) and an experimental group (enhanced "PAD class" model, n=100). The enhanced "PAD class" model adopted a "focused lecture, structured internalization, and case-driven discussion" approach, incorporating artificial intelligence-assisted real-time feedback and targeted task design. Post-internship evaluations compared the scores of foundational skills (ECG interpretation accuracy and standardized ECG operation), clinical competencies (clinical decision-making, critical value recognition, and diagnostic reasoning), comprehensive evaluation, and assessment of teaching effectiveness. SPSS 26.0 was used for the chi-square test and t-test. Results:The experimental group demonstrated significantly superior performance in foundational skills [e.g., ECG interpretation accuracy: (97.63±1.35) vs. (90.54±4.08)], clinical competencies [e.g., clinical decision-making: (93.45±3.18) vs. (82.17±5.62)], and comprehensive evaluation [(97.96±1.06) vs. (90.94±3.49)] (all P<0.05). In teaching effectiveness evaluation, satisfaction was significantly higher in the experimental group across all seven metrics such as stimulated learning interest and clinical thinking ( P<0.05). Conclusions:The enhanced "PAD class "model, through artificial intelligence empowerment and case-driven discussions, can significantly improve ECG teaching outcomes and clinical decision-making skills, demonstrating its potential for broader application in internship teaching in the department of cardiovascular medicine.
