@Article{info:doi/10.2196/73328,
author="Sung, Heng-You
and Liao, Feng-Ching
and Lin, Shu-I
and Cheng, Han-En
and Lee, Chun-Wei",
title="Visual Learning in Electrocardiography Training for Medical Residents: Comparative Intervention Study",
journal="JMIR Med Educ",
year="2025",
month="Jun",
day="13",
volume="11",
pages="e73328",
keywords="flipped classroom; electrocardiogram learning; lecture; postgraduate education; junior residents",
abstract="Background: Although electrocardiogram (ECG) interpretation training begins early in medical school, achieving accuracy in interpretation of 12-lead ECG remains a persistent challenge. We conducted a pilot educational program to compare the effectiveness of a conventional didactic lecture, self-drawing, and self-drawing following a flipped classroom (SDFC) approach. Objectives:: This study aimed to evaluate the effectiveness of three instructional strategies---traditional didactic lecture, self-drawing, and SDFC approach---in improving ECG interpretation skills among first-year postgraduate (PGY-I) medical residents. Methods: This study was conducted among postgraduate-year PGY-I residents at MacKay Memorial Hospital over 3 years. The study enrolled 76 PGY-I residents, who were randomized into three groups: conventional control (group 1), self-drawing (group 2), and SDFC (group 3). All participants were provided with the same learning material and didactic lectures. Knowledge evaluation was performed using pre- and posttests, which were administered using questionnaires. Results: The groups involving self-drawing, both combined with and without a flipped classroom approach, demonstrated better performance on the written summative examination. These findings highlight the benefits of self-drawing in integrating theoretical knowledge with practical approaches to ECG interpretation. Conclusion: Our study demonstrated promising effects of self-drawing on the recognition of ECG patterns, which could address the inadequacies of traditional classroom teaching. It can be incorporated into routine teaching after validation in a larger cohort. ",
issn="2369-3762",
doi="10.2196/73328",
url="https://mededu.jmir.org/2025/1/e73328",
url="https://doi.org/10.2196/73328"
}