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

In this repository you will find the extended report of the investigation. Some data in excel of analysis that we carry out, questions from the surveys and design course.
Introduction of article
The interpretation and accurate reading of electrocardiograms is essential for the diagnosis and management of cardiovascular diseases, which are the leading cause of death globally. The objective of this study was 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 semi-structured interviews were conducted to provide other insights into the development of competencies and meaningful learning during and after the course. The courses were designed based on the 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 meaningful learning. There were statistically significant differences (Student's t-test; p≤0.0001) between the pre and post-test exams for both modalities, but no differences between synchronous and asynchronous learning (p≥0.579). This 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. This concurs with the quantitative analyses.