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Abstract：
Introduction The electrocardiogram (ECG) is one of the most important tools in diagnosing cardiac abnormalities, particularly arrhythmias and myocardial infarction. It is one of the certifiable competencies for final-year medical undergraduate students. We determined virtual reality\'s effectiveness in acquiring and retaining ECG interpretation skills among medical students compared to traditional teaching. Methods One hundred and forty students were randomized into two groups. Seventy-one students (immersion group) were trained using virtual reality simulation to acquire and retain interpretation skills of normal and abnormal ECG. Sixty-nine students (traditional group) were trained in the classroom using chalk and board. The primary outcome of change in acquiring knowledge of the interpretation of ECG was determined by comparing pre and post-test scores. The secondary outcome of retention of knowledge was determined by comparing pre-test and second post-test scores conducted after eight weeks of intervention. The p-value of <0.05 was considered significant. Results Out of 140 students, 50 (35.7%) were males and 90 (64.3%) were female. The mean age of the students was 22.1 (SD 1.1), with 69.3% of them between the ages of 21 and 22 years. Mean pre-test scores for the interpretation of normal ECG among immersion and traditional groups were 9.8 (SD 8.4) and 8.3 (SD 7.5), respectively, and post-test scores for the acquisition of knowledge were 24.3 (SD 5.5) and 24.8 (SD 6.3), respectively. The post-test scores for retention skills were 25.3 (SD 5.6) and 20.7 (SD 6.9) respectively (p<0.001). The mean pre-test scores for the interpretation of abnormal ECG of both groups were 7.0 (SD 6) and 8.3 (SD 6.6), respectively. Mean post-test scores for acquiring knowledge to interpret abnormal ECG were 23.5 (SD 6.2) and 17.7 (SD 9), respectively (p<0.001), and mean post-test scores for retention of interpretation skills of abnormal ECG were 19.2 (SD - 6.9) and 13.3 (SD 10.2) respectively (p=0.001). The pairwise comparison of the immersion group indicates that all the combinations that changed in score from the pre to post-intervention time points, from pre-to-retention time, and from the post-to-retention time were significant (p<0.001). Conclusion Virtual reality teaching had a better impact on acquiring and retaining the skill for interpreting normal and abnormal electrocardiograms.
摘要：
介绍心电图（ECG）是诊断心脏异常的最重要工具之一，尤其是心律失常和心肌梗塞。这是最后一年医学本科生的可认证能力之一。与传统教学相比，我们确定了虚拟现实在医学生获得和保留ECG解释技能方面的有效性。方法将一百四十名学生随机分为两组。使用虚拟现实模拟对71名学生（沉浸组）进行了培训，以获取并保留正常和异常ECG的解释技能。69名学生（传统组）在教室里使用粉笔和木板进行了培训。通过比较测试前和测试后的评分来确定获取ECG解释知识的变化的主要结果。通过比较干预八周后进行的测试前和测试后的第二次分数来确定知识保留的次要结果。<0.05的p值被认为是显著的。结果在140名学生中，男性50例（35.7%），女性90例（64.3%）。学生的平均年龄为22.1（SD1.1），其中69.3%的人年龄在21至22岁之间。浸入组和传统组的正常心电图解释的平均测试前评分分别为9.8（SD8.4）和8.3（SD7.5），分别,知识获取的测试后分数分别为24.3（SD5.5）和24.8（SD6.3），分别。保留技能的测试后得分分别为25.3（SD5.6）和20.7（SD6.9）（p<0.001）。两组异常心电图解释的平均测试前评分分别为7.0（SD6）和8.3（SD6.6），分别。获得解释异常ECG的知识的平均测试后分数为23.5（SD6.2）和17.7（SD9），分别(p<0.001)，保留异常ECG解释技能的平均测试后得分分别为19.2（SD-6.9）和13.3（SD10.2）（p=0.001）。浸入组的成对比较表明，从干预前到干预后时间点，所有得分发生变化的组合，从保留前时间到保留时间，从保留时间到保留时间均显着（p<0.001）。结论虚拟现实教学对获取和保留正常和异常心电图的技能有较好的影响。
