Key result
Blended learning significantly improved immediate ECG competence test scores compared to conventional lectures alone (75.27% vs 50.27%, p < 0.001) among medical students.
Why the study?
Most medical students lack confidence and accuracy in ECG interpretation, and e-learning alone has not proven superior to lectures, prompting investigation into whether blended learning improves acquisition and retention of ECG competence.
Does blended learning improve the acquisition and retention of ECG competence in medical students compared to conventional lecture-based teaching?
Comparison
Blended learning (lectures plus web application) vs conventional teaching (lectures alone)
Design
Prospective cohort study
Follow-up
6 months after clinical clerkship
Authors
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Blended learning was associated with better ECG competence acquisition; leaves open whether randomized trials will confirm retention or clinical translation.
Cohort (n=131)
No
Does blended learning improve the acquisition and retention of ECG competence in medical students compared to conventional lecture-based teaching?
Standardized Mean Difference: 1.58
Absolute Event Rate: 75.27% vs 50.27%
p-value: p=<0.001
Supplementing traditional lectures with a web application for deliberate practice significantly improves medical students' acquisition and retention of ECG interpretation skills.
Viljoen et al. (2020) conducted a cohort in Medical students learning ECG interpretation (n=131). Blended learning (lectures supplemented with a web application) vs. Conventional teaching (lectures alone) was evaluated on Immediate post-intervention ECG competence test score (Cohen's d = 1.58, p=<0.001). Blended learning significantly improved immediate ECG competence test scores compared to conventional lectures alone (75.27% vs 50.27%, p < 0.001) among medical students.
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