E-learning and near-peer teaching in electrocardiogram education: a randomised trial

Area of Science:

• Medical Education
• Curriculum Development
• Digital Learning

Background:

• Near-peer teaching offers a supportive environment for learners and educators.
• Electronic learning (e-learning) provides flexible and distributable educational resources.
• Effective e-learning requires careful content design and regular updates.

Purpose of the Study:

• To compare the efficacy of e-learning versus near-peer teaching methods.
• To evaluate the impact of these teaching styles on pre-clinical medical students' ECG interpretation skills.

Main Methods:

• 39 second-year medical students were randomized into two groups.
• One group received e-learning on ECG interpretation; the other attended a near-peer tutorial.
• Student performance was assessed via a 50-point multiple-choice exam, and confidence was rated pre- and post-intervention.

Main Results:

• The near-peer group achieved a significantly higher average score (84%) than the e-learning group (74.5%) (p=0.002).
• Both groups reported a similar increase in confidence, from a mean of 3/10 to 6/10 post-teaching.
• Student confidence in ECG interpretation improved regardless of the teaching modality.

Conclusions:

• Both e-learning and near-peer teaching are effective in enhancing student confidence.
• Near-peer teaching demonstrated superior outcomes in the final assessment of ECG interpretation.
• Comparing teaching efficacy is crucial for optimizing medical curriculum design.