Authors
Heng-You Sung, Feng-Ching Liao, Shu-I Lin, Han-En Cheng, Chun-Wei Lee
Published in
JMIR medical education. Volume 11. Pages e73328. Jun 13, 2025. Epub Jun 13, 2025.
Abstract
Although electrocardiogram (ECG) interpretation training begins early in medical school, achieving accuracy in interpretation of 12-lead ECG remains a persistent challenge. We conducted a pilot educational program to compare the effectiveness of a conventional didactic lecture, self-drawing, and self-drawing following a flipped classroom (SDFC) approach.
This study aimed to evaluate the effectiveness of three instructional strategies-traditional didactic lecture, self-drawing, and SDFC approach-in improving ECG interpretation skills among first-year postgraduate (PGY-I) medical residents.
This study was conducted among postgraduate-year PGY-I residents at MacKay Memorial Hospital over 3 years. The study enrolled 76 PGY-I residents, who were randomized into three groups: conventional control (group 1), self-drawing (group 2), and SDFC (group 3). All participants were provided with the same learning material and didactic lectures. Knowledge evaluation was performed using pre- and posttests, which were administered using questionnaires.
The groups involving self-drawing, both combined with and without a flipped classroom approach, demonstrated better performance on the written summative examination. These findings highlight the benefits of self-drawing in integrating theoretical knowledge with practical approaches to ECG interpretation.
Our study demonstrated promising effects of self-drawing on the recognition of ECG patterns, which could address the inadequacies of traditional classroom teaching. It can be incorporated into routine teaching after validation in a larger cohort.
PMID:
40512998
Bibliographic data and abstract were imported from PubMed on 14 Jun 2025.
Read full publication at:
Please sign in
to see all details.
Advertisement
Stats
- Recommendations n/a n/a positive of 0 vote(s)
- Views 41
- Comments 0