![]() ![]() ![]() Pre-course scores did not differ between the control and e-module groups (39% vs. Students were also asked to describe what additional resources they used to learn ECG interpretation throughout the study.ĭata was available for 73 (54%) students in the control group, 112 (81%) in the e-module group and 47 (71%) in the PGY1 group. A mixed-ANOVA was used to compare groups over time. At three time-points (pre-course, post-course, and 1-year follow-up), participants were evaluated for ECG knowledge and confidence. First-year internal medicine residents (PGY1 group) were included to benchmark where ECG interpretation skills should be at graduation. Participants were first year medical students who were either taught ECG interpretation during a 2-hour didactic lecture (control group) or were given unlimited access to the e-module (e-module group). We developed an asynchronous, interactive e-module that consisted of narrated videos, pop-up questions and quizzes with feedback. We sought to determine if an e-module could replace a didactic lecture to teach ECG interpretation during a preclinical cardiology course. Studies suggest that e-modules are an effective way to teach ECG interpretation, however they are typically evaluated for use during clinical clerkships. Medical students are expected to be competent in interpreting electrocardiograms (ECGs) by the time they graduate, but many are unable to master this skill. ![]()
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