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Face-to-face, online, or blended: which method is more effective in teaching electrocardiogram to medical students

BACKGROUND: Electrocardiogram (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. METHODS: Two hundred and fifteen medical students...

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Autores principales: Bazrgar, Aida, Rahmanian, Mahdi, Ghaedi, Arshin, Heidari, Ali, Bazrafshan, Mehdi, Amini, Mitra, Bazrafshan, Hanieh, Ahmadpour, Mahsa, Bazrafshan drissi, Hamed
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10413712/
https://www.ncbi.nlm.nih.gov/pubmed/37559020
http://dx.doi.org/10.1186/s12909-023-04546-0
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author Bazrgar, Aida
Rahmanian, Mahdi
Ghaedi, Arshin
Heidari, Ali
Bazrafshan, Mehdi
Amini, Mitra
Bazrafshan, Hanieh
Ahmadpour, Mahsa
Bazrafshan drissi, Hamed
author_facet Bazrgar, Aida
Rahmanian, Mahdi
Ghaedi, Arshin
Heidari, Ali
Bazrafshan, Mehdi
Amini, Mitra
Bazrafshan, Hanieh
Ahmadpour, Mahsa
Bazrafshan drissi, Hamed
author_sort Bazrgar, Aida
collection PubMed
description BACKGROUND: Electrocardiogram (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. METHODS: Two 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. RESULTS: Twenty-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). CONCLUSION: While 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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spelling pubmed-104137122023-08-11 Face-to-face, online, or blended: which method is more effective in teaching electrocardiogram to medical students Bazrgar, Aida Rahmanian, Mahdi Ghaedi, Arshin Heidari, Ali Bazrafshan, Mehdi Amini, Mitra Bazrafshan, Hanieh Ahmadpour, Mahsa Bazrafshan drissi, Hamed BMC Med Educ Research BACKGROUND: Electrocardiogram (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. METHODS: Two 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. RESULTS: Twenty-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). CONCLUSION: While most students preferred face-to-face learning to online learning, a blended method seemed more promising regarding students’ skill enhancement to interpret ECG. BioMed Central 2023-08-09 /pmc/articles/PMC10413712/ /pubmed/37559020 http://dx.doi.org/10.1186/s12909-023-04546-0 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Bazrgar, Aida
Rahmanian, Mahdi
Ghaedi, Arshin
Heidari, Ali
Bazrafshan, Mehdi
Amini, Mitra
Bazrafshan, Hanieh
Ahmadpour, Mahsa
Bazrafshan drissi, Hamed
Face-to-face, online, or blended: which method is more effective in teaching electrocardiogram to medical students
title Face-to-face, online, or blended: which method is more effective in teaching electrocardiogram to medical students
title_full Face-to-face, online, or blended: which method is more effective in teaching electrocardiogram to medical students
title_fullStr Face-to-face, online, or blended: which method is more effective in teaching electrocardiogram to medical students
title_full_unstemmed Face-to-face, online, or blended: which method is more effective in teaching electrocardiogram to medical students
title_short Face-to-face, online, or blended: which method is more effective in teaching electrocardiogram to medical students
title_sort face-to-face, online, or blended: which method is more effective in teaching electrocardiogram to medical students
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10413712/
https://www.ncbi.nlm.nih.gov/pubmed/37559020
http://dx.doi.org/10.1186/s12909-023-04546-0
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