Electrocardiogram reading: a randomized study comparing 2 e‑learning methods for medical students.

Area of Science:

• Medical Education
• Cardiology

Background:

• Electrocardiogram (ECG) interpretation is a critical skill for medical professionals.
• Optimal methods for teaching ECG interpretation remain under investigation.

Purpose of the Study:

• To compare the efficacy of collaborative e-learning (C-eL) versus self-paced e-learning (S-eL) for ECG interpretation among medical students.

Main Methods:

• Sixty fifth-year medical students were randomized into C-eL and S-eL groups.
• C-eL involved group analysis of ECGs via an internet platform, while S-eL involved individual review of ECGs with descriptions.
• Performance was assessed via a final test including theoretical questions and ECG interpretation.

Main Results:

• A higher proportion of C-eL students (77%) achieved a passing score compared to S-eL students (48.1%) (P=0.03).
• The C-eL group achieved a significantly higher mean final score (6.4) than the S-eL group (5.6) (P=0.04).
• Performance correlated with theoretical test results and C-eL participation.

Conclusions:

• Collaborative e-learning is a more effective method for teaching ECG interpretation to medical students than self-paced e-learning.
• This study highlights the benefits of interactive, collaborative learning environments in medical education.