Impact of E-learning for teaching electrocardiography. A comparative study of asynchronous and synchronous groups

Abstract

Abstract Background This study proposes a methodology for e-electronic teaching of electrocardiography for undergraduate medical students. A progressive sequence, assessments, and several didactic strategies were applied for both groups. This study aimed to determine the impact of synchronous and asynchronous virtual teaching of electrocardiography on two groups of final-year medical students. Methodology A mixed method study was conducted. The impact of teaching was quantified by comparing the results of pretests at the beginning of the course, posttest 1 at the end of the course, and posttest 2 four months later. The assessments were based on electrocardiograms of real patients. For the qualitative analysis, in-depth semistructured interviews were conducted to provide other insights into the development of competencies and significant learning during and after the course. The courses were designed based on cognitive load theory for multimedia learning and didactic transposition as the basis for implementing didactic strategies. Results The results indicate a positive impact on the teaching of electrocardiography, with students developing competencies for reading and interpreting electrocardiograms and significant learning. There were statistically significant differences (Student's t test; p≤0.0001) between the pre- and posttest exams for both modalities, but no differences between synchronous and asynchronous learning (p≥0.579). Conclusion This result suggests that both modalities positively impact the teaching of electrocardiography. Similarly, the qualitative analyses show that participants report the development of assurance and confidence, as well as the consolidation of knowledge and greater responsibility when handling the electrocardiograms of real patients. These results agree with the quantitative analyses.