ArticleCureus2025
A Comparative Study of Case-Based Learning (CBL) Versus the Traditional Teaching Method for Enhanced Analysis and Interpretation of Electrocardiogram (ECG) Among Medical Students.
Article in Cureus, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Application of Clinical Pathway and Case-Based Learning in Residency Training of Pediatric Cardiology.Advances in medical education and practice · 2025Article
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background and objective Learning electrocardiogram (ECG) analysis and interpretation is essential for medical students, but traditional didactic learning (TDL) methods often fall short. This study explores case-based learning (CBL), which immerses students in real-world scenarios and compares its effectiveness to traditional methods for enhancing ECG skills among medical students. Materials and methods This prospective educational interventional study included the phase III part II Bachelor of Medicine and Bachelor of Surgery (MBBS) students conducted from February 2024 to October 2024 at C. U. Shah Medical College, Surendranagar, India. After obtaining ethical approval, students were divided into two equal groups using simple random sampling. In the first session, Group A was taught ECG rhythm abnormalities via CBL, while Group B was taught via TDL. In the second session, Group A was taught ECG waveform abnormalities via TDL, while Group B was taught CBL. Pre- and post-assessment multiple-choice question (MCQ) tests were conducted, along with student and faculty feedback collected using a five-point Likert scale to compare CBL and TDL. Results Statistical analysis shows higher immediate post-test scores with CBL than TDL, supported by highly significant p-values. The students who have taught with CBL have retained significantly higher ECG competence, supported by higher mean scores in delayed assessment tests than those who taught TDL. Both students and teachers perceive CBL positively, indicating it enhances academic performance and is well-received. Conclusion CBL is significantly more effective than TDL in improving the understanding of rhythm and waveform ECG abnormalities. Incorporating CBL into medical education is recommended to enhance learning outcomes, especially in complex areas like rhythm and waveform ECG abnormalities.
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Registered trials
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