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BJA Advance Access published online on June 17, 2005
British Journal of Anaesthesia, doi:10.1093/bja/aei174
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© The Board of Management and Trustees of the British Journal of Anaesthesia 2005. All rights reserved. For Permissions, please e-mail: journal.permissions@oupjournals.org
Accepted May 16, 2005

Clinical Investigation

Teaching antiarrhythmic therapy and ECG in simulator-based interdisciplinary undergraduate medical education

M. P. Mueller 1*, T. Christ 2, D. Dobrev 2, I. Nitsche 3, S. N. Stehr 1, U. Ravens 2, and T. Koch 1

1 Interdisciplinary Simulation Centre, Department of Anaesthesiology and Intensive Care Medicine, University Hospital Carl Gustav Carus, Dresden University of Technology, Germany
2 Department of Pharmacology and Toxicology, Medical Faculty, Dresden University of Technology, Germany
3 Department of Psychiatry and Psychotherapy, University Hospital Carl Gustav Carus, Dresden University of Technology, Germany

* To whom correspondence should be addressed.
M. P. Mueller, E-mail: michael.mueller{at}uniklinikum-dresden.de


  Abstract

Background. Third-year students in the Dresden Medical School Programme undergo a 6 week course ‘Basics of Drug Therapy’ in a problem-based learning curriculum. As part of this course a practical seminar about antiarrhythmic drugs and ECG was set up. This study was conducted to evaluate the use of a simulator in this course.

Methods. A total of 234 students were randomly allocated to receive instructions with (Group S) or without (Group C [control]) the use of a simulator. After a lecture on antiarrhythmic drugs, arrhythmias were presented to Group S using an advanced life support (ALS) manikin. The students were asked to administer a drug or to defibrillate, and the outcome was shown on the monitor. The students in Group C were presented with ECG charts without a simulator. The course was evaluated by a questionnaire and multiple-choice questions (MCQ) about arrhythmias.

Results. We received 222 questionnaires. The content-time ratio was rated almost perfect in both groups, but the students in Group S rated the course better suited to link theory and practice. Students in Group S considered the simulator helpful and a good tool for teaching, and the extra effort to be worthwhile. A significantly higher number of students in Group S preferred electric cardioversion as therapy for ventricular tachycardia.

Conclusions. An ALS manikin can be an effective tool in teaching clinical pharmacology.

Keywords: education, medical students; heart, arrhythmia.
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