System of didactic procedures for the teaching-learning of electrocardiography in the Medicine career

Abstract

Introduction: the electrocardiogram is a complementary test of great clinical utility, but its interpretation is difficult for the medical student.

Objective: to evaluate the scientific-methodological relevance of the system of didactic procedures for the teaching-learning process of electrocardiography in the third year of the Medicine degree, based on its proposal as a practical construct.

Methods: a pedagogical research was carried out at the Faculty of Medical Sciences of Ciego de Ávila in the 2020-2022 triennium. The system of didactic procedures was elaborated from the relationships promoted from a previously constructed didactic conception. The hermeneutic-dialectical approach and the historical-logical, analytical-synthetic, abstraction-concretion, inductive-deductive and systemic-structural-functional methods were applied. The criteria of 16 experts using the Delphi consensus method with two rounds was used to assess its scientific-methodological relevance. Ethical principles were met.

Results: the two procedures, understanding and explanation of the cardiac cycle and appropriation of basic knowledge for the interpretation of electrocardiograms, are integrated into a system with components, structure, functions and hierarchy. Strengths and weaknesses, general objective, methodological guidelines, specific objectives and actions for each procedure and a control and evaluation system were determined. According to the methodological sequence of the Delphi method, a consensus was obtained with all the aspects evaluated as very adequate and statistically significant results.

Conclusions: the scientific-methodological relevance of a system of flexible didactic procedures, with interdisciplinary and investigative actions, based on its proposal as a practical investigative result, was verified by expert criteria.