ArticleBMC medical education2023
Face-to-face, online, or blended: which method is more effective in teaching electrocardiogram to medical students.
Article in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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Who cites it
10 citing papers in PubMed.
- Pilot of a blended learning model on medical students' communication skills in the context of digital innovations.BMC medical education · 2026Article
- Design and practice of the "BOPPPS + PAD" blended learning model in teaching of surgical nursing.BMC medical education · 2026Article
- Development and initial validation of a computerized adaptive test prototype for ECG interpretation using item response theory.PloS one · 2026Article
- Challenges in ECG learning: a questionnaire analysis of medical students.BMC medical education · 2025Article
- Attitudes toward caring for terminally ill patients among community nurses in Shanghai: A cross-sectional study.International journal of nursing sciences · 2025Article
- Introducing the contextual digital divide: Insights from microscopic anatomy on usage behavior and effectiveness of digital versus face-to-face learning.Anatomical sciences education · 2025Article
- Comparison of face-to-face teaching and online teaching in neurosurgery education for medical students.BMC medical education · 2025Article
- The effect of PBL teaching method in the teaching of congenital malformation.Frontiers in medicine · 2025Article
- Effectiveness of electrocardiogram interpretation education program using mixed learning methods and webpage.BMC medical education · 2024Article
- Blended intensive programme's implementation in dental education: post-pandemic evolution of learning.BMC medical education · 2024Article
Corrections and comments
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Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundElectrocardiogram (ECG) remains an important medical diagnostic and screening tool. This study aimed to compare the effectiveness of online classes instead of traditional face-to-face or blended methods in medical students' ECG learning.
methodsTwo hundred and fifteen medical students (including 105 (48.8%) males and 110 (51.2%) females) were studied from February 2021 to February 2022. Regardless of their grade, participants were divided into three groups: online, face-to-face, and blended. Then all participants sat for an ECG interpretation exam, and their results were compared.
resultsTwenty-six (12.1%) participants were residents, and 189 (87.9%) were interns. Thirty-five (16.3%), 85 (39.5%), and 95 (44.2%) participants were taught ECG through face-to-face, online, and blended methods, respectively. Regarding participants' preferences on teaching methods, 118 (54.9%) preferred face-to-face learning, and the remaining 97 (45.1%) chose online learning (p < 0.001). The blended method seemed more promising in almost half of the exam questions regarding teaching method effectiveness. The mean total exam score was also significantly higher in participants who were taught blended than in the others (7.20 ± 1.89, p = 0.017). Face-to-face (5.97 ± 2.33) and online teaching methods (6.07 ± 2.07) had similar efficacy according to the mean total score (p = 0.819).
conclusionWhile most students preferred face-to-face learning to online learning, a blended method seemed more promising regarding students' skill enhancement to interpret ECG.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.