%0 Journal Article
%@ 2369-3762
%I JMIR Publications
%V 11
%N 
%P e73328
%T Visual Learning in Electrocardiography Training for Medical Residents: Comparative Intervention Study
%A Sung,Heng-You
%A Liao,Feng-Ching
%A Lin,Shu-I
%A Cheng,Han-En
%A Lee,Chun-Wei
%K flipped classroom
%K electrocardiogram learning
%K lecture
%K postgraduate education
%K junior residents
%D 2025
%7 13.6.2025
%9 
%J JMIR Med Educ
%G English
%X 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. 
%R 10.2196/73328
%U https://mededu.jmir.org/2025/1/e73328
%U https://doi.org/10.2196/73328