Use of digital software as a medical education tool in teaching electrocardiogram interpretation: a systematic review

• Autor(a) principal: Maia, Diego Leonardo Menezes
• Data de Publicação: 2021
• Outros Autores: Lima, Calos José Mota de, Paiva, Nara Mirella Teixeira, Lino, Danielli Oliveira da Costa, Lima, Jéssica Lustosa Costa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/20865
• topic: Electrocardiogram; Medical education; Teaching; Students; Distance learning.; Electrocardiograma; Educación médica; Enseñanza; Estudiantes; Enseñanza a distancia.; Eletrocardiograma; Educação Médica; Ensino; Estudante; Ensino à distância.; Ensino à distância

In 1887 the first human electrocardiogram was registered and in 1902 the electrocardiograph was invented. This represents the cardiac electrical activity in a non-invasive way through the surface of the body and is a component for the evaluation of cardiac diseases. It is low cost and risk. The electrocardiogram is an important tool and is poorly interpreted by medical students and physicians and, therefore, new digital technologies through software are used to facilitate the process. Medical education with the assistance of these digital platforms allows to improve knowledge, understanding and learning. The objective of this systematic literature review is to evaluate the teaching of electrocardiogram interpretation in the medical field and to identify the best way of teaching: traditional, through face-to-face classes, digital using technological platforms or a combination of both methodologies. Twelve scientific papers addressing medical education time in electrocardiogram interpretation, using the terms electrocardiogram, teaching or learning, computer or web-based or software and their correlates in English, were evaluated after the exclusion criteria. It can be concluded, after reviewing, that, considering the studies evaluated, the use of digital platforms provided improvement in the skills of interpreting the electrocardiogram due to availability at more flexible times and places and repetition as needed. However, not defining a specific time, the need for discipline on the part of the learner and the absence of group interactivity are factors that distance students from this method and showing that this teaching should not be used in isolation, but in a complementary way to the traditional method.